There are a few reasons why I am passionate about the profession of special education teaching. When I first entered college, I was a Physical Education major. After my first field experience, I quickly learned that Physical Education was not my cup of tea. At this point, I knew that I still wanted to become a teacher, but I was not sure which subject area I wanted to teach. While deciding which path to take, I thought about my upbringing. Why do I want to become a teacher in the first place? I knew that something sparked my urge to become a teacher. I thought about the teachers that I had throughout school. Some teachers had a greater influence on me than others, but all of them either had a positive impact on me or taught me something. The ability to influence was the one thing that all my teachers had in common. After this, I thought about the challenges that I faced in school. At the age of six, I was diagnosed with epilepsy. This brain disorder negatively impacted my life in many ways, especially in the educational setting. This disorder caused significant forgetfulness. It made it harder for me to retain information. After finding out that I was diagnosed with this disorder, my teachers went the “extra mile” by using differentiated instruction. Also, they showed empathy. These teachers celebrated my small accomplishments. Because of them, I saw something in myself. After looking back at this, I knew I was meant to be a special education teacher. I could relate to individuals with disabilities. Mr. Bloom was trying to highlight the idea that learning can help us figure out who we are. For example, a student learning about space in Science class might later want to become an astronaut. When teachers customize their lesson plans to meet student needs and consider students' interests, students are more likely to enjoy learning. Also, Mr. Bloom was trying to point out the importance of feeling like you belong. It is human nature to crave a feeling of belonging. As children, we spend our school age and adolescent years trying to “fit in”. The idea of “fitting in” can look different to everyone. To some, “fitting in” means succeeding academically. To others, it means having as many friendships as possible or excelling in sports. During these stages of life, children need someone to look up to. Children pay attention to what their teachers do and say. When a teacher celebrates student accomplishments (big or small), students will most likely mimic and remember it. When a teacher makes her students feel valued and included, her students will notice it and likely imitate it. Students have an influence on their peers, just like teachers have an influence on their students. When students in a classroom show empathy and kindness towards each other, they are more likely to feel a sense of belonging. In my opinion, this quote is all about differentiation. We must include students' interests, show kindness, consider students' needs, and demonstrate positivity. These things will help all students bloom inside and outside of the classroom. Here is a fairytale. Once upon a time, there was a troll named Amelia. She was a teacher at the “School for Trolls”. She was a first-grade teacher at this school. She had ten amazing students (who were also trolls). Her students had unique personalities, interests, and skills. It was almost the end of the school year, which means grades will be finalized soon. Ms. Amelia decided to offer her students a chance to earn some extra credit. For this extra credit, the students would need to find the green diamond. The teacher explained to her students that the diamond was somewhere on campus and that they would have to work together to find it. Ms. Amelia split her students up into two groups (five students in each group). While grouping these students, Ms. Amelia considered their strengths. After being put into two groups (group one and group two), the students worked with their groups to find the missing diamond. After using their skills and thinking skills, group two found the diamond in Ms. Amelia’s desk. Group two received the extra credit. The trolls in group one congratulated and cheered for group two. Ms. Amelia decided to give all of her students extra credit because they worked hard and remained positive throughout the whole challenge.

My name is Amelia Schriner, and I am an elementary educator in Cherokee, North Carolina. As a child, I struggled in the educational setting due to my own disability, which shaped how I view the necessity for differentiated instruction, equity, and inclusion within classroom environments. With the support of my teachers, I was able to overcome the challenges that came along with having a learning disability. The help I received from teachers and family made a big difference in my life. After seeing the positive impact that my teachers had on my peers and I , I decided to become a teacher. Now, I enjoy seeing my students grow and make steady progress. Also, I am a firm believer that inclusion is the key to student growth and success. As a teacher, I enjoy seeing my students interact and learn alongside their general education peers. When students feel safe, included, and valued, they are more likely to enjoy learning and gain self-confidence. I earned my bachelor's degree in Inclusive Education from Western Carolina University, where I received hands-on experience in schools throughout Western North Carolina. I graduated with honors (magna cum laude) and maintained a 3.82 GPA. For the past three and a half years, I have taught at Cherokee Central Elementary School, which is a school that incorporates Native American culture into daily lessons. Working at this school has strengthened my commitment to creating and maintaining a safe, respectful classroom environment. While teaching, I use proven instructional methods and strategies, such as scaffolding, small-group instruction, and multisensory learning. As a special education teacher, I handle special education paperwork, lead IEP meetings, work closely with general education teachers and service providers, and provide students with the support they need to reach their IEP goals. I currently teach elementary students with mild to moderate disabilities, and I feel lucky to see them make progress toward their goals. Soon, I will start the master's program in Special Education at NC State University. This degree will help me bring new teaching techniques and special education knowledge into classroom environments. While working towards my degree, I plan to continue teaching full-time. As I work towards the degree, I hope to learn more about assessment, intervention, and culturally relevant teaching so I may better support all my students. I look forward to sharing my experiences and working with other educators. I believe that teachers and professionals must work together to help students grow. After I complete my master’s degree, I plan to continue teaching in Special Education.