RonranGlee Special Needs Teacher Literary Scholarship

Why I’m Passionate About Special Education & How I Help Students Discover Their Presence By Chloe Williams Professor Harold Bloom once said, “I have learned that the purpose of teaching is to bring the student to his or her sense of his or her own presence.” To me, this quote captures the very heart of what it means to be an educator—especially in the field of special education. To experience a “sense of presence” is to become aware of your worth, your power, and your place in the world. It means knowing you matter, even if your learning path looks different from others. It means walking into a room and knowing you belong there. For many students with special needs, that kind of self-awareness doesn’t come easily. Too often, they’ve been told—directly or indirectly—that they’re “too much,” “not enough,” or “a problem.” My mission as a future special education teacher is to undo that damage. I want to guide my students toward the truth of who they are: capable, brilliant, unique, and worthy of love and learning. My passion for special education isn’t academic—it’s personal. I know what it’s like to be overlooked, underestimated, and labeled as a statistic. I grew up in the foster care system, bouncing between homes and schools, never feeling grounded or truly seen. Then at sixteen, I became a mother, navigating high school, part-time work at AMC Theatres, and motherhood all at once. I wasn’t expected to succeed—but I did. And I did it because, somewhere along the way, a few educators saw something in me and refused to let me fade into the background. They made me feel present. That feeling changed everything. That’s the kind of educator I strive to be. In the classroom, I believe in meeting each child exactly where they are—no shame, no judgment. I use strategies grounded in empathy, structure, and creativity to help my students build confidence and skills at the same time. Whether that’s breaking down a lesson into manageable steps, using visual aids, or celebrating even the smallest victories, my goal is always the same: to help each child discover their strengths and recognize their value. Presence, for some students, might look like raising their hand for the first time. For others, it might be reading aloud with pride, taking the lead in a group project, or advocating for what they need. No matter how big or small the moment, when a child begins to realize they matter—that’s when the magic of teaching happens. Outside the classroom, I’m working toward completing my degree in sociology and entering a master’s program in special education and literacy. I’ve been a paraprofessional for over 15 years, and I’ve had the honor of supporting students with autism, learning disabilities, anxiety, and more. I’ve also raised a now-17-year-old son who I’m sending off to college soon. Every experience has taught me something new about patience, adaptability, and the importance of showing up with your whole heart. I plan to use this career not just to teach, but to build—programs, safe spaces, community partnerships, and eventually, a learning center in Harlem that focuses on literacy and individualized support for children with special needs. I want my legacy to be one that says: “Every child deserves to feel seen, supported, and significant.” ⸻ Optional Fairy Tale: “Chloe and the Classroom of Hidden Stars” Once upon a time, in a bright and bustling village called Harlem, there lived a woman named Chloe. She wasn’t born into royalty, nor did she have a fairy godmother or a castle to call her own. She had something better—grit, love, and a dream. Chloe had once been a child who felt invisible. She wandered through forests of uncertainty and crossed rivers of rejection, never quite sure where she belonged. But one day, she stumbled upon a mirror in the woods. When she looked into it, she didn’t see weakness. She saw strength. She saw a mother. She saw a teacher. She returned to the village and built a small school made of warmth, books, laughter, and hope. It wasn’t fancy, but it glowed. And soon, children from all corners of the village arrived—kids who didn’t fit in other schools, kids who spoke in different ways, moved at different speeds, or felt like their magic had been overlooked. Chloe greeted each child like they were royalty. She gave them capes made of courage and tools made of trust. She taught them to read, to count, to speak their truth—but more than anything, she helped them look into their own mirrors and see themselves fully, powerfully present. Word spread, and soon, other villages began to send their teachers to learn from Chloe. But she never left her school. Because every day, as she watched a child shine in their own unique way, she knew she had already found her happily ever after.

In Possessed by Memory, Professor Harold Bloom states, "I have learned that the purpose of teaching is to bring the student to his or her sense of his or her own presence." I wholeheartedly agree with Bloom's assessment of teaching. My 8th grade "Special Ed" Teacher proclaimed in front of a class filled with 12 and 13 year old young Black and Brown males (including myself) that: “It would be a miracle if you guys live past the age of 18… I’m just stating facts!… Look around your neighborhood… How many of you have seen someone get shot, stabbed or killed? How many of you plan to go to college? It’s more likely that you will land up in jail then attend a university unless you’re a great athlete—and even then, it is a one in a million chance that you’ll make it to the pros!” Mr. “White” (my 8th Grade "Special Ed" Teacher) was the “Archie Bunker” of my Middle School. He often chuckled at the Black and Brown students in his classes and made outlandish comments about them, but we were truly too young and too naive to understand how those comments influenced our young minds. I have persevered through my childhood challenges and biased teachers like Mr. White. I was an at-risk fatherless child who became a first generation college graduate and the first male from my community to receive a bachelor’s degree. I began my professional career as a SFUSD Teacher. I was voted favorite teacher by the student body, coached 3 after-school sports, received many accolades from my district, and have inspired 1000s of students to strive for educational excellence. I was academically recruited to UC Berkeley as a High School junior but through my “mis-education”—I still did not know that I was “smart!” I did not have teachers like Professor Bloom to help me gain a sense of presence. I had teachers like Mr. White! I began my High School career in remedial/special education classes but by teaching myself memorization techniques to overcome some of my learning difficulties, I was moved into honor classes for my junior and senior years. My first realization that I was a “smart” and “highly intelligent” human being—occurred when I moved to back to Mexico after graduating from college. I taught a TOEFL Test Prep class at a Private High School and all of my students passed the TOEFL. In addition, I taught the Verbal and Analytical Writing Sections of Graduate Management Admission Test (GMAT) to a PG&E executive from Guatemala in Mexico City. English was his second language and he exhibited various tense errors, grammatical issues and lacked vocabulary. J. Rodriguez scored 700 on the GMAT exam which is 220 points higher than the average native English speaker! There was an article written about me in a Mexican Newsletter and the score achieved by my student. This was the beginning of my “re-education.” As an Educator who has worked in multiple countries around the world and multiple school districts in California, each school that I worked at had an overrepresentation of Black and Brown students in Special Education classes and an overall lack of trained Special Education Teachers. Many of those students are just as I was in High School, without proper educational assessments and without curriculum adaptations for different learning styles. Research suggests that incorporating students’ culture, out-of-school experiences, addressing classroom biases, equitable reform measures, high expectations, engaging curriculum, and using data based instructional practices will lead to improved student achievement. Data shows that students need access to challenging coursework and high expectations from demanding teachers. School districts need to develop equitable teaching for all students and Individualized Education Plans (IEPs) for each special education student with an implemented plan of action. By using a variety of data-based learning strategies, games, project based techniques, allowing students to work in pairs, setting challenging goals for each student, daily feedback, and creating classroom cultures of motivation, love for learning, and self-efficacy, we will begin to see the fruits of our labor. I have used all of these methods to engage my special education students and have had great success! I am using my life experiences to make a positive impact in my community and to help disrupt the inequitable pattern of outcomes in special education. I completed my Masters Degree in Educational Leadership last year with a perfect 4.0 (A) average and currently pursuing a Doctorate Degree in order to become an expert on how social factors, curriculum, classroom biases, teacher expectations, and representation of underrepresented groups affect academic achievement in special education. The RonranGlee Special Needs Teacher Literary Scholarship would help offset the $22,571 needed to complete my Doctoral Studies, aid in my teaching, and research work in Special Education.

To guide my special needs students toward experiencing a sense of their presence, I first define this concept as the awareness and recognition of one's individuality, identity, and self-worth. It is the feeling of being fully alive in the present moment, understanding one's abilities and uniqueness, and acknowledging one's significance in the world. This sense of presence is essential for special needs students because it helps them build confidence, understand their value, and engage more meaningfully in their surroundings. My Mission in Accomplishing This Task As a special education teacher, my mission is to help each student recognize and embrace their presence by creating an environment that fosters self-awareness, self-expression, and self-acceptance. My approach is rooted in empathy, patience, and the belief that every child, regardless of their abilities or challenges, deserves to feel valued and empowered. To accomplish this, I aim to create individualized learning experiences that cater to each student's strengths and needs. I use a variety of teaching methods—visual, auditory, and tactile—to engage them in ways that resonate most with their learning style. By offering choices and encouraging decision-making, I help students take ownership of their learning journey. Positive reinforcement, encouragement, and acknowledgment of even the smallest achievements are crucial to building their confidence and helping them feel present in the moment. The Fairy Tale: "The Guide of the Forest of Presence" Once upon a time, in a vibrant land of colors and light, there was a magical forest called the Forest of Presence. In this forest, every tree, flower, and animal had a unique glow, representing their sense of self-awareness and purpose. It was said that anyone who entered the forest would discover their inner light—their sense of presence—and grow stronger in heart and mind. However, the forest was surrounded by dark clouds of Doubt, Fear, and Uncertainty, which kept many people from venturing inside. These clouds whispered to anyone who dared to enter, telling them they were not strong enough, smart enough, or brave enough to find their light. Many who tried to explore the forest turned back, overwhelmed by the shadows of these clouds. In a small village on the edge of this enchanted forest lived a teacher named Joi. Joi had a heart full of love for the children of her village, many of whom had unique gifts that were often misunderstood. She knew that if these children could experience their sense of presence, they would shine brighter than anyone could imagine. But the clouds of Doubt, Fear, and Uncertainty loomed large, especially for these special children, making it difficult for them to see their inner light. Determined to help them, Joi set out on a quest to guide her students into the Forest of Presence. She knew that the key to success was not to fight the clouds directly but to gently show her students how to see beyond them. Her first student was a young boy named Kian, who had always struggled with Doubt. "I'm not good enough," he often said, hanging his head. Joi took Kian's hand and led him to the edge of the forest. "The trees and flowers in this forest are waiting to show you something amazing," she said, her voice filled with warmth. "But first, you must take the first step. I will be right beside you." With Joi’s encouragement, Kian stepped into the forest. The clouds of Doubt immediately began to swirl around him, but Joi whispered, "Look down Kian. Look at your feet. You’re here, and that’s the first step. You are strong enough." Slowly, Kian began to feel the earth beneath him. The sensation grounded him, and a tiny light started to flicker in his heart. With each step, he grew more confident, and the clouds of Doubt faded as he found his sense of presence. Next came Lila, a girl who had always been afraid of making mistakes. She was constantly haunted by Fear, which made her hesitant to try new things. When Joi led Lila to the forest, the clouds of Fear gathered thickly around her. Joi smiled and handed Lila a small stone. "This stone represents every mistake you’ve made," she explained. "Hold it in your hand, and feel its weight. Now throw it into the forest." Lila hesitated, but then, with Joi's gentle guidance, she threw the stone. As it disappeared into the trees, the clouds of Fear thinned, and Lila felt lighter. "It’s okay to make mistakes," Joi said. "They help you grow. And now, look at you—you’re standing tall, ready to explore." With each student, Joi used different tools and strategies, depending on their needs. She encouraged some to sing, others to paint, and still others to run and play. Each time, the clouds of Doubt, Fear, and Uncertainty would try to block their path, but Joi’s unwavering belief in her students helped them to see past the clouds and find their light. As they ventured deeper into the Forest of Presence, the students began to glow with the brilliance of their unique inner lights. Kian’s light was a steady, calming blue, while Lila’s shimmered with vibrant yellows and oranges. Each child’s light was different, but together they illuminated the entire forest, dispelling the last of the clouds. When the students returned to the village, they carried their newfound sense of presence with them. They stood taller, spoke with more confidence, and approached challenges with determination. The clouds of Doubt, Fear, and Uncertainty still existed, but the children now knew how to navigate through them—by trusting in their inner light. As for Joi, her mission was accomplished, but it was far from over. She continued guiding children into the Forest of Presence, helping each one discover the power of their light. With every journey, she strengthened the bonds of trust, love, and self-belief that would empower these children for the rest of their lives. Conclusion: The Hero's Journey in Real Life In my classroom, much like in the fairy tale, my role is to guide my special needs students to discover their sense of presence. The clouds they face—whether they manifest as self-doubt, anxiety, or frustration—are not barriers that can be eliminated overnight. Instead, they are challenges that can be navigated with the right support, encouragement, and individualized attention. My mission is to provide that support by creating a learning environment where students are empowered to explore, express themselves, and grow without fear of judgment or failure. I believe that each child has a unique light within them, and my goal is to help them recognize it, nurture it, and let it shine. Through personalized learning plans, positive reinforcement, and a focus on self-awareness, I aim to guide my students on their journeys through the "Forest of Presence." With every step they take, I hope that they will not only recognize their worth but also carry their newfound confidence into every aspect of their lives, making the world a brighter place—one light at a time.