The quote by Professor Harold Bloom, "the purpose of teaching is to bring the student to his or her sense of his or her own presence," highlights the profound role of education in shaping the individual. Bloom suggests that teaching is not merely about imparting knowledge or skills, but about helping students connect with their sense of self. In other words, the true goal of teaching is to empower students to understand and appreciate who they are—both as learners and as individuals. This concept is particularly meaningful in the context of special education, where the focus often needs to shift from traditional academic achievements to nurturing the emotional, social, and personal development of students. In the context of special education, many students face challenges that go beyond simple academic barriers. They may struggle with social skills, emotional regulation, communication, or self-esteem. As such, the task of guiding these students to a sense of their own presence involves helping them discover their own value and strengths, despite their challenges. The classroom becomes not just a place of learning but a sanctuary where students can feel seen, heard, and respected. This process of self-discovery and self-worth is essential for students with special needs, who may often feel marginalized or overlooked in society. To help my students experience a sense of their own presence, I would first aim to create an inclusive and supportive classroom environment. Every student needs to feel that they belong. This involves more than just physical space—it's about emotional safety and providing an atmosphere where each child feels understood. In an inclusive classroom, students are celebrated for who they are, rather than judged for what they can't do. This gives them the freedom to explore their potential without fear of rejection or failure. Second, I would prioritize self-expression. Each student is unique, and their mode of communication or self-expression may vary. Whether through art, music, movement, or verbal expression, offering multiple avenues for students to communicate their thoughts and feelings allows them to connect with their inner selves. When students have opportunities to express who they are, they begin to form a stronger connection to their identity. This fosters a sense of presence—helping students to see that they are more than their struggles or limitations. In addition to self-expression, I would focus on emphasizing each student’s strengths. Many students with special needs may have difficulty seeing their own abilities, especially when their challenges are more visible. By identifying and nurturing their strengths—whether in academics, creativity, problem-solving, or emotional intelligence—I can help students build confidence and a sense of accomplishment. This process of recognizing small wins and incremental progress is crucial to helping them feel empowered in their journey. It reminds them that they have control over their growth and development, reinforcing the idea that they are capable and worthy of success. Another key aspect of fostering a sense of presence is helping students with emotional and social learning. Students with special needs often experience heightened emotions or difficulty in navigating social situations. By providing guidance in emotional regulation and social interaction, I can teach students to understand and manage their feelings, and to relate to others with empathy and respect. This not only enhances their ability to connect with others but also strengthens their self-awareness. The ability to recognize one's emotions and reactions is an essential component of self-awareness, contributing to a stronger sense of self and presence. Finally, my mission in guiding my students to a sense of their own presence would require empathy and patience. Every student’s path is unique, and the journey to self-awareness and confidence is rarely linear. Some students may need more time, support, or encouragement than others. As their teacher, it’s important to show understanding and support for where each student is in their personal journey. In doing so, I can foster an environment where students feel secure and valued, which in turn allows them to fully engage in the process of self-discovery and growth. In an effort to illustrate this mission in a more imaginative way, let me tell the story of Ms. Lumina, a teacher in the Enchanted School. This magical school was unlike any other, where each student had a special gift hidden deep inside them. But these gifts weren’t always easy to see, especially for the Dreamers—students who struggled with various challenges. Ms. Lumina’s goal was to help these students discover their unique strengths and understand their inherent value. Ms. Lumina’s first step was to create a classroom where every student felt seen and heard. She listened to their fears, dreams, and challenges, ensuring that each student had a voice. She encouraged them to express themselves in any way they could—whether through painting, dancing, drawing, or playing music. Slowly, the Dreamers began to realize that their voices mattered. They started to share their thoughts, ideas, and feelings with confidence, knowing that their individuality was celebrated. Over time, each Dreamer discovered their unique talent. Lucy, who had difficulty speaking, found her voice through painting, creating beautiful artwork that reflected the depth of her emotions. Ben, who struggled with social interactions, began to connect with others through the sound of his violin, playing melodies that moved everyone around him. Emma, who often felt lost in her own thoughts, found peace and expression in the rhythm of dance, using movement to tell her own story. As the Dreamers’ confidence grew, so did their understanding of themselves. They began to see that they were not defined by their challenges but by their strengths, creativity, and resilience. The Enchanted School became a place where each student not only learned but also discovered their sense of presence—feeling valued and capable. With Ms. Lumina’s guidance, the Dreamers grew into confident individuals, ready to face the world with a deep sense of self-worth. In conclusion, guiding special education students to a sense of their own presence requires more than just academic instruction. It is a holistic approach that values emotional, social, and personal growth. By fostering an inclusive environment, encouraging self-expression, emphasizing strengths, teaching emotional and social skills, and providing unwavering empathy, teachers can help students experience their own presence. As in the story of the Dreamers, the goal is for each student to recognize their unique value and understand that they have the power to shape their own lives. The journey to self-awareness and self-worth is a deeply empowering one, and as educators, we are honored to be a part of that transformation.