My name is Ashley Ade, and I am currently pursuing an Associate’s degree in Early Childhood Education with plans to continue my studies and become a special education teacher. I am the oldest of ten children in a large Haitian family, and growing up in such a busy household environment taught me responsibility, patience, and compassion from an early age. There were many expectations placed on me as the eldest daughter, and even though carrying those responsibilities was not always easy, they helped shape the person I am today. My passion for education was strengthened through my experience working as a paraprofessional at Gersh Academy. There, I had the opportunity to work with young children, many of which were on the autism spectrum. Watching students overcome challenges, gain confidence, and achieve milestones they once struggled to reach inspired me deeply. It was also where I met a teacher whose patience, dedication, and belief in her students showed me the kind of educator I aspire to become. Mrs. Springer, everyday I spent working with her in her classroom pushed me closer towards figuring out what I wanted to spend the rest of my life doing. I believe that every child deserves to feel seen, understood, and valued. Too often, children with disabilities are defined by what they cannot do rather than celebrated for their strengths and potential. Every student is different, some verbal others not, some high functioning with others were low functioning. Despite their struggles I treated every student exactly the same, I instilled my beliefs that they would one day overcome any obstacle in their way. Through my career, I hope to help change the perspective placed on these students that they are unable to achieve certain things. Honestly with hard work and dedication they can achieve anything they set their mind to! As a future special education teacher, I plan to make a positive impact on the world by creating inclusive classrooms where students feel safe to learn, grow, and be themselves. I want my students to develop confidence in their abilities and understand that their differences do not limit their potential. I also hope to support families by providing encouragement, resources, and reassurance throughout their children’s educational journeys. Making a positive impact does not always require changing the entire world at once. Sometimes, it means changing the world for one child. If I can help a student believe in themselves, advocate for their needs, and discover their own strengths, then I know I will have fulfilled my purpose and contributed something meaningful to the world.

There are many reasons why I am interested in pursuing a career in teaching, but above all, I want to be the person who helps children feel understood, supported, and capable of more than they ever imagined. I believe education has the power to shape a child’s confidence, sense of belonging, and outlook on the future. I want to spend my life helping students discover their strengths, especially those who may struggle to see them in themselves. Special education students usually struggle because either they don’t have a proper advocate to speak for them or they don’t understand how to speak up for themselves, I want to be apart of that voice. Although I have had many teachers throughout my life, the person who changed my path was not actually my teacher. She was the teacher whose classroom I worked in as a paraprofessional at Gersh Academy, Mrs. Springer. When I first started working in her classroom, I expected to assist students with daily activities and support instruction. What I did not expect was to witness the kind of educator I would one day aspire to become. Mrs. Springer had an incredible ability to remain calm, patient, and encouraging, even during the most challenging moments. She never raised her voice or made students feel embarrassed for struggling. Instead, she met each child where they were and celebrated every accomplishment, no matter how small. I remember watching students who were initially hesitant to participate slowly gain confidence because of the environment she created. She treated every child with dignity and genuinely believed in their potential. It was inspiring to see how much progress students made simply because someone consistently believed they could succeed. Working alongside Mrs. Springer taught me that teaching is about much more than academics. It is about building trust, creating a sense of safety, and helping students recognize their own abilities. She showed me that special education teachers have the unique opportunity to change the trajectory of a child’s life, not by changing who they are, but by helping them realize who they can become. Because of her example, I decided to pursue a degree in Early Childhood Education with plans to continue my studies and become a special education teacher. I hope to provide my future students with the same patience, understanding, and encouragement that Mrs. Springer gave hers. Just as she inspired me without ever intending to, I hope one day to inspire a student, colleague, or paraprofessional who is quietly watching and wondering what their own future might look like.

Growing up as the oldest of ten children in a Haitian household meant that expectations were placed on me long before I was old enough to understand them. In my family, education was not simply encouraged, it was viewed as the pathway to stability and success. There was also an unspoken understanding that as the eldest daughter, I needed to set an example for my siblings and make choices that would make my family proud. For a long time, I believed that meant becoming a nurse. My parents agreed to help pay for my education, but only if I pursued nursing. Wanting their approval and wanting to ease the financial burden on my family, I enrolled in the program despite having doubts. I tried convincing myself that passion would eventually come, but instead, I found myself feeling unfulfilled and unhappy. I dreaded my classes and struggled to imagine spending the rest of my life in a profession that did not excite or inspire me. At the same time, I was gaining experience working as a paraprofessional in a special education classroom at Gersh Academy. There, I discovered a sense of purpose I had never felt before. I worked with young children, many of whom were on the autism spectrum, and witnessed firsthand the impact that patience, encouragement, and understanding can have on a child’s confidence and growth. I saw students accomplish goals that once seemed impossible, and I realized I wanted to dedicate my life to helping children experience those victories. Making the decision to leave nursing and pursue Early Childhood Education was one of the hardest choices I have ever made. It meant going against my parents’ wishes and accepting that I would likely need to find ways to finance my education on my own. Since then, I have actively searched for scholarships and remote work, determined to continue my studies and eventually become a special education teacher. This journey has taught me that success is not about following the path others choose for you. It is about having the courage to pursue the path that aligns with your values and purpose. I have learned to trust myself, advocate for my dreams, and remain resilient even when the road ahead feels uncertain. Receiving this scholarship would help relieve the financial burden of continuing my education and allow me to focus on what truly matters; becoming the teacher I know I am meant to be. More importantly, it would serve as a reminder that choosing a path fueled by passion rather than expectation is always worth the risk.

I am passionate about the special education teacher profession because I have seen firsthand how transformative it is when a child is truly understood, supported, and believed in. My passion did not begin in a classroom alone, but in my home as the oldest of ten siblings in a Haitian family, and later grew stronger through my experience working as a paraprofessional in a special education classroom. In both spaces, I learned that every child has a voice, even if it is not always spoken in the traditional way, and that education becomes meaningful when a child feels seen for who they truly are. Professor Harold Bloom’s statement that “the purpose of teaching is to bring the student to his or her sense of his or her own presence” speaks deeply to my understanding of education. To me, this means helping a student become aware of themselves as capable, valuable, and fully existing in the learning space. It is not just about academic success or completing assignments. It is about a child recognizing, sometimes for the first time, that they matter, that their thoughts matter, and that they have a place in the world exactly as they are. For students with special needs, this sense of presence can be easily overlooked or interrupted by frustration, misunderstanding, or lack of support. Some children may struggle to communicate in traditional ways. Others may feel unseen because their learning style does not fit standard expectations. My mission as a special education teacher is to change that experience. I want to create a classroom where every student feels grounded in themselves, where they are not rushed, compared, or dismissed, but instead encouraged to exist fully and confidently in their own learning journey. I plan to accomplish this by leading with patience, consistency, and deep observation. I want to understand how each child communicates, not just through words, but through behavior, expression, and interaction. I will meet students where they are rather than where they are expected to be. I will celebrate small victories because I understand that for many children, especially those with autism or developmental differences, progress is not always loud or immediate. Sometimes it is quiet, but still powerful. My experience as a paraprofessional at Gersh Academy confirmed this mission for me. I witnessed students who were often misunderstood by others begin to flourish when given the right support. I saw the importance of structure, trust, and emotional safety. Most importantly, I saw how a child’s confidence grows when they are treated with dignity instead of limitation. Those moments taught me that teaching is not about changing who a child is, but about helping them recognize the strength already within them. Growing up in a large Haitian family also shaped how I understand presence. In a busy household filled with responsibility and expectation, I learned how easy it is for someone to feel overlooked. I also learned how powerful it is when someone truly pays attention to you. That awareness is something I carry into my future classroom. I want my students to feel that they are not invisible. I want them to feel grounded in themselves, aware of their abilities, and confident in their identity. Ultimately, my mission is to help students experience what Professor Bloom describes as a sense of their own presence. I want each child I teach to recognize that they are not just participants in a classroom, but important individuals with voices, thoughts, and potential. I will do this by creating an environment rooted in respect, empathy, and belief in every child’s ability to grow. Once upon a time, there was a young woman who dreamed not of castles or crowns, but of classrooms filled with children who had once been told they were “too difficult” or “too different.” She entered a world where many did not understand those children, but she saw them clearly. In her kingdom of learning, she did not use magic wands, but patience. She did not cast spells, but listened closely to every sound, every silence, and every small attempt to communicate. She built a classroom where no child was invisible, and every child had a place at the table of learning. One by one, the children began to change. Not because they became different people, but because they finally saw themselves. A boy who once stayed silent began to point toward his needs. A girl who struggled to focus began to smile when she realized she could succeed in her own way. Slowly, the room filled with something powerful. Presence. And the young woman realized she had not only helped them find themselves, but she had also found her purpose. She was not a fairy tale hero because she saved the children. She was a hero because she helped them realize what they were capable of all along.

In a large Haitian household, being the oldest is not just a title. It is a responsibility that starts early and never really ends. From a young age, there were expectations placed on me that I did not always fully understand, but I felt them every day. I was expected to help care for my younger siblings, set an example, and carry myself in a way that reflected not just me, but my entire family. That pressure was a lot to bear, especially as I was still growing up myself. What makes me different is that I learned how to carry responsibility early, even when it felt overwhelming. In my culture, strength is often expected without explanation. You are taught to push through, to keep going, and to be dependable no matter how you feel. There were many moments when I had to figure things out on my own and continue showing up for others even when I was tired or stressed. Over time, that built a sense of discipline and emotional awareness in me that I did not recognize until much later. As I grew older, I started to realize something important. People are always watching, even when you do not think they are. My younger siblings were watching how I handled stress, how I treated others, and how I responded to responsibility. Even in moments when I felt like I was just surviving the day, I understood that my actions were shaping how they saw themselves and what they believed they could become. That realization changed me. It made me more intentional in how I carry myself. I began to understand that leadership is not always loud or obvious. Sometimes it is quiet. Sometimes it is simply being consistent, showing up, and doing what is right even when no one is praising you for it. I saw this same idea in action when I worked as a paraprofessional in a special education classroom. The students were constantly observing the adults around them. They noticed tone, patience, reactions, and energy. I learned that how I responded to their struggles could either build their confidence or make them shut down. That experience showed me that influence is not always spoken. It is often felt. I leverage my uniqueness by being intentional with how I show up in every space I am in. Whether at home with my siblings or in a classroom with students, I understand that my presence can affect how someone feels about themselves. That awareness pushes me to lead with patience, kindness, and consistency. As I continue pursuing my degree in Early Childhood Education and work toward becoming a special education teacher, I carry these lessons with me. I understand that impact is not always immediate or visible. Sometimes it shows up later in the confidence of a child or the resilience of a sibling. Being the oldest in a large Haitian family shaped me in ways I am still learning to fully understand. It taught me that even when I feel unseen, I am still making an impact. And that is something I carry with me in everything I do.

The moment I realized I wanted to become a teacher did not happen all at once. It was built over years of small moments, beginning at home and continuing into the classroom. Growing up as the oldest of ten siblings, some of whom are on the autism spectrum, I learned early what it meant to be patient, observant, and supportive. At the time, I did not recognize it as preparation for a future career. I simply knew that I wanted to help. At home, I saw firsthand that every child learns differently. Some of my siblings needed extra time to communicate, extra support to regulate their emotions, or different approaches to understand everyday tasks. I learned how to adjust, how to listen beyond words, and how to celebrate progress that others might overlook. Those experiences taught me that growth does not always look the same for every child, and that is something I carry with me to this day. While my family shaped my foundation, it was my experience working as a paraprofessional at Gersh Academy that truly inspired me to become a teacher. Walking into that classroom, I saw students who were often misunderstood by the world around them, but within that space, they were supported, encouraged, and valued. I had the opportunity to work closely with children with autism, and every day I witnessed the impact that patience, structure, and compassion could have. There were moments that changed me. I remember students who struggled to communicate finding new ways to express themselves, and others who gained confidence in skills they once found overwhelming. Those moments were not always big or dramatic, but they were meaningful. They showed me that teaching is not just about academics. It is about connection, trust, and believing in a child even when progress feels slow. One of the most defining challenges in my journey came when I had to choose between following a path that was expected of me and following the path I knew was right for me. Initially, my parents agreed to support my education only if I pursued nursing. Wanting to make them proud and secure a stable future, I followed that path. However, I quickly realized that I was unhappy. I did not feel connected to the work, and I could not see myself building a long-term career in that field. Making the decision to leave nursing and pursue education was not easy. It meant going against my parents’ expectations and taking on the responsibility of finding my own way to fund my education. But I knew that choosing a career out of obligation rather than passion would not allow me to truly make a difference. I chose to follow the path that felt purposeful to me, even though it came with uncertainty. Now, I am actively working to fund my education through scholarships so I can continue pursuing my degree in Early Childhood Education. This journey has taught me resilience, independence, and the importance of advocating for my own future. It has also strengthened my commitment to becoming a special education teacher, because I understand what it feels like to fight for a path that others may not fully understand. I plan to use my experiences to inspire others by showing them that it is okay to choose a different path than what is expected. In my future classroom, I want my students to feel safe being themselves and confident in their abilities, even if they learn or grow at a different pace. I want to create an environment where every child feels seen, valued, and capable. Beyond the classroom, I hope to inspire other young women who may feel torn between expectations and their own passions. My journey has shown me that following your purpose is not always easy, but it is always worth it. I want to encourage others to believe in themselves and to pursue the paths that align with who they truly are. Becoming a teacher is not just a career choice for me. It is a reflection of my life experiences, my challenges, and my determination to make a difference. Everything I have been through, from helping raise my siblings to working in a special education classroom to choosing my own path, has led me here. I plan to be the kind of teacher who changes lives, and through that, I hope to inspire others to do the same.

I didn’t realize I was being prepared for my future, I just thought I was helping raise my siblings. As the oldest of ten, my days were often filled with helping with homework, calming arguments, and learning how to be patient in situations most kids my age never experienced. At the time, it just felt like responsibility. Looking back now, I see that those moments were shaping the person I would become. That foundation followed me into one of the most important experiences of my life, working as a paraprofessional in a special education classroom. It was there that everything truly clicked for me. I watched students face challenges that many people didn’t understand, yet I also saw their resilience, growth, and the power of the right support system. I remember moments when a child would finally grasp something they had been struggling with, and the sense of pride on their face was unforgettable. Those small victories meant everything. Being in that classroom showed me that teaching, especially in special education, is not just about instruction. It is about patience, empathy, and believing in students even when progress feels slow. It is about creating a safe space where children feel understood and capable. That experience did not just inspire me, it gave me a sense of purpose. I am currently pursuing my Associate’s degree in Early Childhood Education, with the goal of continuing my education and becoming a licensed special education teacher. My career goal is to work with children who have diverse learning needs, particularly those with autism, and provide them with the support, encouragement, and tools they need to succeed. I want to be the teacher who helps students build confidence in themselves and recognize their own potential, no matter the challenges they face. Beyond my career, my personal goal is to remain someone who leads with compassion and resilience. Growing up in a large family taught me the importance of showing up for others, and I plan to carry that into my future classroom. I want to be an advocate not only for my students, but also for their families, helping them feel supported and understood throughout their child’s educational journey. I know that the path ahead will require hard work, dedication, and sacrifice. However, I am fully committed to reaching my goals and making a meaningful impact. My experiences have shaped my passion, and my passion continues to drive me forward. I am not just pursuing a degree, I am working toward a career where I can make a lasting difference in the lives of children who need it most. And I am ready to do whatever it takes to get there.