Wesley Beck Memorial Scholarship

Sometimes I catch myself smiling at the small things. The way that Hunter says “6–7” and I immediately go “8–9.” How Alayna greets me every day with the same exchange between us: “Miley.” “Holly.” “Miley Cyrus.” “Holly Smith.” These moments remind me why I care so deeply about creating spaces where everyone feels welcomed, valued, safe, and fully themselves. This is why I want to become an elementary school teacher, with an emphasis in Special Education. I have wanted to be a teacher since before I can remember. In my senior year of high school I had an opportunity to help out in the Special Education classroom each day. This is when my understanding of people and their silent struggles shifted permanently, in the best way. The first time I walked into the special education classroom, I knew immediately this was not a place I could just “help out” or “stop by.” It was a place I had to fully show up, notice the details, lead with compassion and connection, and read the words between the lines. My role changes every day. Sometimes I run lessons, sometimes I work one-on-one with students, and sometimes I do both. I have learned patience, dignity, and the importance of letting people express themselves in the way they need to. Hunter is one of the students I work with most often. He is funny, energetic, and has an amazing personality, although he struggles with hand mobility. When I work with him, I help him use his voice-typing device or write things down so he can participate without limitation. I cannot help but smile when he completes something and looks at me with a grin that says, “I did this.” I feel proud not of what I did, but of what he was able to do with the right support. Then there is Alayna. She has the sweetest soul. She uses a wheelchair and does not have control of her arms, legs, or neck. Helping her be part of the class and have a voice is one of the most meaningful parts of my day. One day, I found a pointer-hand and held it in her hand so she could raise her own hand to answer questions. Everyone laughed when they noticed, including her. You know she is happy when she makes a big “O” shape with her mouth and kicks her feet so hard her shoes fall off. Later, I discovered a communication button she could use so her answers would not come out of my mouth. I record what she wants to say, and she presses the button to share her own voice. My passion is creating safety through connection, and I am pursuing it by becoming a teacher who leads with empathy and trust. I want every child who enters my classroom to feel seen, valued, and protected. Schools are often the first place kids feel safe outside their families, and I want to build that environment for every student, especially those who are overlooked or misunderstood. A safe place does not have to be a building. It can be a person. Hunter and Alayna taught me that dignity creates empowerment. Holly reminds me every day that connection creates joy. I hope to be that person for many more children and to continue advancing social justice and inclusive excellence by creating classrooms where every student knows they matter.

My name is Macy McNeill, and I will be a sophomore at Oregon State University in the fall of 2026. I am pursuing a degree in Human Development and Family Sciences with a minor in Exercise Physiology. I hope to use my degree to make the world a more inclusive place by pursuing a career in Pediatric Occupational Therapy. I am very passionate about using my position in life to make a difference through my education and career. First of all, I found my passion in Pediatric Occupational Therapy during high school, where I had the opportunity to be a Teacher’s Assistant for the Special Education Class at Siuslaw High School. Each day, I worked with the Special Education class, helping them with educational lessons and furthering their life skills through different activities. I made a very close connection with an amazing student who had Down Syndrome. She brought so much joy into my life and is the reason I hope to make the world a better place for individuals like her. While I miss working with her every day now that I am at OSU, I had a very special moment, surprising her at the Tim Tebow Foundation Night to Shine Prom. I got to dance the night away with her and meet so many amazing individuals. The Night to Shine is an annual, worldwide experience sponsored by the Tim Tebow Foundation for individuals with special needs. It is a celebration of God’s love for all people. This organization and night have an impact on so many lives, as it brings people together to share laughter and memories with our differences being set aside. I am so glad I had a chance to be a part of something so special; it has truly strengthened my dedication to advocate for love and acceptance of all people, for we were made to be unique. During my first year at OSU, I became a member of the IMPACT Organization on campus that promotes adaptive physical activity for children and adults with disabilities. My experience working with children with diverse needs has strengthened my skills and has taught me that adaptive activity is not one-size-fits-all. By understanding how to modify equipment, activities, and communication styles for each child, I have seen how important tailored support is in fostering a child’s confidence and physical independence in my future career as an occupational therapist. I plan to have a unique approach to my career in occupational therapy. While the career is focused on treatment, I want to focus on the connection between client and professional, similar to the relationship-based developmental models, to truly help individuals with special needs. I believe that emotional connection can build the foundation for all other skills. Having a strong connection allows the client to feel confident in working through tasks and challenges. Moreover, along with this connection, I hope that my practice in occupational therapy can be client-led. Instead of rigid checklists of tasks, a child-led approach allows the client to follow their interests and have a sense of agency while building lifelong skills. Ultimately, I want my position as a therapist to give my clients a place filled with joy and curiosity, instead of rigid lists that could lead to overstimulation due to pressure. By combining my academic foundation from Oregon State University with a commitment to relationship-based care, I am dedicated to helping every child I serve realize their fullest potential and find joy in their own unique journey. Lastly, to make this possible, I am having to rely heavily on scholarships to obtain my degree.

I have always been drawn to environments where empathy, patience, and creativity matter as much as technical skill. Growing up, I often found myself stepping into supportive roles, helping classmates who were struggling, assisting family members, or volunteering in community programs. What began as small acts of helping gradually shaped a deeper sense of purpose. I realized that I felt most fulfilled when I worked with individuals who experienced the world differently and needed someone willing to meet them where they were. That realization led me to pursue a career focused on supporting individuals with special needs. My interest in this field became more concrete through my volunteer experiences. I have worked with children and adults with developmental and cognitive disabilities in both structured programs and informal settings. In these roles, I assisted with daily activities, facilitated social interaction, and helped implement individualized learning strategies. These experiences taught me that no two individuals are the same; each person has unique strengths, challenges, and ways of communicating. I learned to listen more carefully, not just to words, but to behavior, body language, and emotion. Patience stopped being something I practiced occasionally and became something I relied on constantly. One of the most important lessons I’ve learned is that support is not about “fixing” someone; it’s about empowering them. I’ve seen firsthand how small adjustments such as adapting communication methods, creating predictable routines, or simply offering encouragement can make a significant difference in someone’s confidence and independence. I’ve also learned the importance of consistency and trust. For many individuals with special needs, stability is essential, and being a reliable presence in their lives can have a lasting impact. I plan to make a difference by focusing on inclusion, advocacy, and individualized care. Inclusion means creating spaces, whether in education, workplaces, or communities, where people with special needs are not just accommodated but truly valued. Advocacy involves speaking up for better resources, accessibility, and understanding, especially in systems that can often overlook or underestimate these individuals. Most importantly, I want to contribute to personalized approaches that recognize each individual’s potential rather than defining them by limitations. In the future, I hope to continue developing both my practical skills and my understanding of this field through education and hands-on experience. I am particularly interested in approaches that combine emotional support with evidence-based practices, ensuring that care is both compassionate and effective. I want to be someone who not only provides support but also helps families and communities feel more confident and informed. Regarding financial need, pursuing education and training in this field presents a significant challenge for me. While I am committed to this path, the cost of tuition, materials, and related expenses can be a barrier. Financial assistance would allow me to focus more fully on my studies and volunteer work without the constant concern of financial strain. It would also enable me to access better learning opportunities, such as specialized training or certifications, that would strengthen my ability to serve others effectively. Overall, my journey into this field has been shaped by meaningful experiences, personal growth, and a strong desire to make a positive impact. I am committed to continuing this work with dedication, compassion, and a willingness to learn.

I am at my best when I know I am making a difference in the lives of others. From a young age, that desire to help people has shaped who I am and influenced what I do. Over time, my passion for education grew, and I began to realize that I wanted a career where I could have a meaningful impact every day. Through my experiences, I discovered that special education is the way that combines my love for helping others with my dedication to creating a supportive and inclusive learning environment. My first experience working with students with special needs began in middle school through the Peer Pals program at Weddington Middle School. It was there that I started building relationships with students and discovered how rewarding it felt to support them as they achieve their goals whether they were big or small. Since then, I have continued to seek out opportunities to grow in this field. Last spring, I took Teaching as a Profession classes at Weddington High School, where I worked in a Pre-K EC classroom at New Town Elementary assisting students with a variety of tasks. That experience confirmed my passion for early elementary special education. Last fall, I also had the opportunity to intern with a speech pathologist, working with students with a wide range of needs and growing their speech abilities. Additionally, I have been involved in the TTA program this year in Mrs. Waite’s classroom. Through her classroom I have met some of my best friends and learned from some of the best teachers in this field. Each day I walk into her classroom excited for the day ahead knowing whatever it may be will be amazing. Each of these experiences grew my love for special education, and every day I am reminded of the joy and positivity these students bring, constantly inspiring me and reinforcing why I have chosen this path. When I become a teacher, I want to create a classroom where every student feels valued, supported, and safe. I hope to build a community centered on encouragement, kindness, and celebrating each other’s successes. From my experiences in special education classrooms, I have learned that small, unexpected victories can be just as meaningful as major goals. Now, I want my classroom to be a place that recognizes and celebrates progress in all forms. No matter who my students are or where they are in their journey, I want them to feel proud of their growth and confident in their abilities. My biggest goal as a special education teacher is to be the strongest advocate and cheerleader for my students. I want to encourage and uplift them while making sure they know the importance of using their own voices. An educator's role isn't speaking for students, but instead amplifying what they have to say. I want to be a megaphone for my students. I want them to feel confident in expressing themselves and make sure that their voices are heard and respected. Through working with students with special needs, I have learned many valuable life lessons. I have developed a lot of patience and a deeper understanding of perseverance, as well as the importance of approaching challenges with a different perspective rather than giving up when things become difficult. These experiences have taught me to slow down, stay committed, and find new ways to support both myself and others when faced with obstacles. I am ready to dedicate my life to a profession that gives back to students but has also given so much to be as a future educator.

What began as a simple elective two years ago evolved into a transformative journey, reshaping my career goals and my heart. Upon entering my junior year of high school, I became a peer tutor and, above all, a friend to many extraordinary people. As a peer tutor, I had the privilege of supporting and growing alongside students in the special-needs community. The friendships I have built and the memories I have made while a part of this program are ones I will cherish forever. It did not take long for me to realize the impact my presence had on their lives. Simply showing up, cheering them on, or giving them a hug went such a long way. The joy these students emulated day after day motivated me to do the same. No matter how difficult my week was, walking into this class took my mind off the problems I was facing. My perspective shifted, and I was able to see things in a more positive light. While in class, my role was to motivate and encourage my peers through daily tasks. Being a support system that my peers could lean on truly opened my eyes to my love of helping others. In the fall, I will be attending James Madison University, where I hope to obtain my Nursing degree. I have not fully decided what specialty of nursing I want to pursue, but as of right now, I am interested in becoming a NICU nurse or a Developmental Disability Nurse. Above all, my main goal is to assist and encourage people no matter the profession. I am drawn to nursing because it offers the opportunity to build lasting and meaningful relationships with patients, similar to the ones I have made while a part of peer tutoring. While working to obtain this degree, I also plan on serving and volunteering for local organizations in my college community. My hope is to volunteer for Young Life Capernaum, which is a ministry that focuses mainly on teens and young adults with disabilities. Over this past summer, I was given the chance to volunteer with this organization at a summer camp. Throughout the week, I served as a "Buddy" to peers with disabilities, creating an environment where they felt included, supported, and truly valued. Serving both at school and summer camp opened my eyes to one of the greatest joys in my life, and I could not be more thankful. Although my time as a peer tutor is soon coming to an end, the friends I have made and the lessons they have each taught me will forever hold a significant place in my heart. The immense joy, unconditional support, and endless enthusiasm each one of these individuals possesses every single day has made me a better person. They have taught me so much about myself, and continue to inspire so many others. My hope is that during my time as a peer tutor, I was able to influence them in a positive way, and that they will remember how important they are.

One of the most meaningful parts of my life has been serving as a peer helper in the life skills class for the last nine semesters of middle school and high school. It has become much more than a class. I have built genuine friendships and grown as a person. Looking at the picture of Wesley Beck, I can tell we would have been friends and that he was well-loved by his team. I have spina bifida and use a wheelchair. I don't struggle cognitively, but I know what it feels like to be on the periphery. Working as a peer helper has grounded me and given me perspective. I sit with my peers in life skills classes at lunch, attend their birthday parties, take them to dances, and support them however I can. I have learned that people do not want to be defined by their challenges. They want to be known, included, and valued. I have also spent three summers tutoring elementary students who were behind in reading and math. This experience taught me patience, creativity, and how to meet students where they are. Watching their confidence grow as their skills improved strengthened my desire to work with children in an educational setting. I value hard work, independence, and leadership. These qualities were strengthened through my experience as captain of the Utah Rush wheelchair basketball team. This past season was challenging after we lost many experienced players, and at first, I felt discouraged. I chose to shift my focus from winning to supporting my teammates. I encouraged them, led practices, and worked to build a positive team culture. Although we did not win many games, it became my favorite season because of the growth and relationships we built. I learned that making a difference is not always about outcomes, but about how you lift others. I plan to continue working with the wheelchair team as an assistant coach during college. One of the most important influences in my life is my younger sister, Maggie. She also has spina bifida, but it impacts her more significantly. She needs support with schoolwork, daily tasks, and emotional needs. She works hard in physical, occupational, and speech therapy. I help her every day, and she is one of my best friends. Supporting Maggie has deepened my desire to work with children with disabilities in a school setting. I am interested in becoming an adaptive physical education teacher, special education teacher, or school counselor. My dad is an elementary school principal, and I love seeing how he advocates for students with disabilities. I have been accepted into my dream college, and I look forward to exploring career paths further. I have a job at a local children's museum. Earning my own money has been amazing. I work as many shifts as possible and save each paycheck. This year, I saved enough to buy hand controls and a lift for my car so that I can drive independently. College comes with many expenses, and my disability adds extra costs like specialized housing and adaptive equipment. I have worked hard to contribute, and this scholarship would ease much of that financial burden. My experiences have shaped me into someone resilient, service-oriented, and committed to making a difference. I am excited to continue using what I have learned to positively impact the lives of others, especially those with special needs.

Throughout high school and through my personal challenges, I've learned that self-advocacy is one of the most important skills to have, and that speaking up for yourself can take you farther than you can ever imagine. I've always wanted to work in education, but since high school I've focused on special education and inclusion services. I believe its important for children to get the help and support they need as soon as possible, especially in a school setting. In my junior year, I was part of my school's Rising Educators program, which gave us the chance to intern at other schools and help in classrooms while also interacting with students. I chose to return to my old elementary school and volunteered in one of the special education classrooms. I had prior experience working at summer camps and collaborating with the inclusion services they provided for children with special needs. These two experiences taught me incredible life lessons and gave me insight into how to show up better for people with special needs. I learned how valuable patience is, and how slowing down, even for just a second, can really make someone's day and help them feel more seen. Not only has it taught me about myself but its also incredible to watch children learn and grow with their peers despite their differences. I have never needed special education services myself, but I have gone through school with accommodations for my ADHD, and although they may seem small, they have helped me immensely. I want to make a difference in a child's life by making the social, emotional, and educational aspects of school more enjoyable and welcoming. In the future, I hope to work in elementary special education and support children and families so they can get as much out of school as a neurotypical child in a general education setting would. I plan to attend DePaul University in the fall of 2026, and I have a younger sister with learning differences who attends a private school to receive the educational support she needs. Because of that, my family cannot afford the cost of college without financial assistance. I will likely need to take on student loan debt to continue my education, and I am working very hard to find scholarships and resources to support my higher education goals. This scholarship would be a significant help as I work toward my dream of becoming an elementary special education teacher.

Reading Wesley Beck's story resonated deeply with me because it reminded me of the incredible peers I have connected with —individuals who have taught me more about resilience and determination than I could have ever imagined. For the past three years, I have been given the opportunity to connect with my peers who have special needs in a physical education setting, and this allowed me to begin working at a company that specifically works with people with disabilities, and provides care to help them to become more independent in more nontraditional ways. Through these experiences as well as exposure to people with special needs throughout my entire life, I knew that I wanted to pursue a career in occupational therapy and focus on people with special needs. Because they deserve the same opportunities as their peers and should not be limited because of their disability. I want to use my career as an Occupational Therapist to help people with disabilities to foster independence in an accepting environment. I have experienced first hand the impact a welcoming environment can make on a person and their abilities, when people feel truly supported in the world around them their possibilities are limitless. I aim to help people with special needs improve their daily living through the use of assistive technology—like communication devices and adaptive clothing—that empowers them to dress themselves and navigate life more independently. But also providing support to them as a whole, supporting their families and giving them resources in order to help their child. Additionally, being able to see past their disability and not just providing physical support, but assistance in sensory and cognitive development. Beyond my work with people with disabilities, I have also been able to work with a variety of people with special needs through volunteering. My community has built many opportunities for people with disabilities to thrive, one of these is a "Night to Shine" event at my church. This event allows for students with disabilities to have a sensory friendly night at a specialized prom. I saw firsthand the transformative power of creating an inclusive space. Watching students, who often feel excluded, light up with joy and confidence reminded me of why I’m passionate about helping individuals with disabilities feel truly seen and celebrated. One of the moments of my life that has been the most impactful to me, my service, and my community was last year, I was approached by the special education teacher at my school. This upcoming year, one of the students in the special education class was graduating, however due to his disability he was unable to walk across the stage by himself. This is when I was asked to assist him in walking across the stage and accept his diploma. I agreed without any hesitation, honored that I was going to be able to give his parents an experience they were told was never possible. Through both of these experiences I have learned the importance of accepting people for who they are, and not making them conform to the world, but instead making the world adaptive for them so they can participate and be given the same opportunities. I have learned the value of service and how it can help to increase inclusion in my community. Ultimately, I want to use my work as an Occupational Therapist to transform lives—helping individuals with disabilities not only thrive but also inspire others with their resilience and strength. I am committed to ensuring that every person I work with feels empowered, respected, and capable of achieving their fullest potential.

When I started as a peer tutor during my junior year, I had no idea how profoundly the students would change my life and purpose. Every day, I had the privilege of working with multiple special needs students and some remarkable educators. There is no more excellent feeling than knowing I made a difference in the lives of others by simply showing up. The enthusiastic smiles and the warm hugs that were generously given were priceless. While in class, I helped teach valuable life lessons such as spreading kindness, respecting each other, and persevering. I provided encouragement and support at social events. When our peers’ families get together off campus, I am always there to share in the fun and laughter. I have built unbreakable bonds while making lifelong friends. The students have changed how I interact with others and enriched my life in ways I never imagined, showing me the true fulfillment that comes from being a Peer Tutor. The TTA students changed my perspective on the world. They helped me become more well-rounded and taught me to love unconditionally. I am deeply grateful for these transformative experiences and the relationships I've formed. They have shaped our community and me, and I am honored to have been a part of it. But most importantly, they guided me to my dream passion of pursuing a career as a special education teacher. I plan to be a special education teacher. I will make a difference by constructing a welcoming environment where each individual feels included. Inclusivity, collaboration, and connections are the keys to a classroom’s success because an inclusive climate will make students feel valued. I will implement inclusion in the classroom by recognizing diverse backgrounds, religions, and stories of my students while encouraging celebrations, enforcing inclusivity practices, encouraging effective communication, and connecting with colleagues, parents, and, most importantly, students. Connections and relationships are one of the most important factors in creating a welcoming classroom. I want every student to feel loved and heard. In my classroom, each student will be accommodated and supported while having equal educational opportunities. To me, being a teacher means prioritizing students' needs and interests, encouraging respectful behavior, influencing good change, and most importantly, enjoying helping young minds. I will influence students in many ways, like being a role model, brightening the students' day, and supporting them. I want my students to become respectful and intelligent members of our society while being prepared for their bright futures. With the financial help of scholarships from the Weddington High School TTA scholarship award and the North Carolina Teaching Fellows Forgiveness loan, I will continue my college education as a devoted North Carolina Teaching Fellow at North Carolina State University in Raleigh, NC, as a Special Education major. As I venture through life, I will continue to be inspired by my dear friend, Wesley Beck, and his amazing friends and use the motivation to fuel my passion and love for my dream career as a special education teacher.

My name is Ava Tavares, and I’m a senior at Newington High School. This fall, I will be attending the University of Rhode Island to pursue a Bachelor of Science in Communicative Disorders, intending to become a speech-language pathologist. My passion for working with individuals with special needs began when I started volunteering with Autism Families of Connecticut. Their goal is to provide recreational, social, and supportive programming for children, teens, and young adults on the autism spectrum, as well as their families. Their mission is to create a safe, inclusive, and understanding community where individuals with autism can connect, grow, and thrive while having fun and building meaningful relationships. Each week, I worked closely with kids on the autism spectrum through recreational and social programs. I quickly learned that every child communicates and connects in their unique way. I also learned how important it is to be patient, flexible, and encouraging—especially when progress looks different for every individual. The most rewarding part of volunteering has been seeing the kids I work with grow more confident and comfortable. Whether it was watching a child try a new activity, communicate in a new way, or simply make a new friend, every small moment felt meaningful. I’ve come to understand how powerful support and connection can be in helping a child reach their goals. These kids have taught me just as much as I’ve tried to offer them. Their resilience, joy, and individuality inspire me to keep showing up and doing better. Those experiences solidified my decision to pursue speech-language pathology. I want to help children who struggle with communication feel heard and understood. Whether it’s helping them form words, use assistive technology, or express themselves in nonverbal ways, I’m passionate about giving them the tools they need to thrive. I want to be the person who celebrates their progress, no matter how small and reminds them that their voice matters. As a first-generation college student, I’m also mindful of the financial challenges ahead. My family is incredibly supportive, but college expenses are significant. Receiving this scholarship would help ease that burden and allow me to stay focused on my education and my commitment to serving others. Volunteering with Autism Families of Connecticut has not only prepared me for my future career—it’s inspired it. I’ve seen firsthand the joy and growth that come from feeling supported and included, and I’m dedicated to providing that same experience to others. It would be an honor to carry on Wesley Beck’s legacy by working to improve the lives of individuals with special needs through compassion, connection, and communication.