As I stood at the front of the class with the poster I had worked on all weekend, I felt a sense of pride and accomplishment. It was my turn to be the student of the week, and I had poured my heart into my presentation. I spoke about my family and my favorite foods, feeling confident and happy. But my excitement was short-lived. Students had difficulty understanding what I was saying. The experience stayed with me for a long time, and I found it difficult to speak to strangers for a year. I was diagnosed with speech and learning disabilities, and I underwent intense speech therapy and seven years of learning and language therapy. It was during this time that I witnessed the passion of my teachers and therapist, helping me overcome my difficulties. I became interested in pursuing a career in speech and language pathology, inspired by my therapist's dedication to her work. I committed myself to finding volunteer opportunities and work experiences to help me reach my goal of becoming an excellent therapist. During the 2020 lockdown, I found an online program that assisted parents of special needs children, specifically those with autism. Using Zoom, I played the piano for the children as a way to help engage them. This experience helped me to understand the broad appeal of music in learning and therapy. Last summer, I shadowed a pediatric therapist and saw firsthand the use of music and art therapy in helping children with special needs. Throughout my time at Dana Hills High School, from 2018 to 2022, I was a member of the special education committee, Vice President of the Helping Hands Club, Senior Director of the Associated Student Union, and Executive Committee. I was responsible for advocating for the needs of students at the high school and managed over 50 students on my committees. Today, I am a full-time student at California State University, Fullerton, and work part-time in the Yorba Linda School District as a youth developer. I continue to work with children with special needs, and I would like the opportunity to study abroad to immerse myself in other cultures and gain a global perspective on various therapy techniques. To fulfill my goal of becoming a speech pathologist, I must obtain a master's degree. I am also obtaining my teaching credentials. While the cost of education is a significant financial commitment, I am excited about my future and the potential opportunities that lie ahead. I believe that this scholarship will provide me with the financial support necessary to pursue my dreams and make a positive impact on the lives of children with special needs. I am passionate about making a difference in the lives of those with speech and language disabilities, and I am committed to using my skills and knowledge to help them communicate effectively. With this scholarship, I will be one step closer to achieving my goal, and I look forward to the opportunities that lie ahead.

As I stood at the front of the class with the poster I had worked on all weekend, I felt a sense of pride and accomplishment. It was my turn to be the student of the week, and I had poured my heart into my presentation. I spoke about my family and my favorite foods, feeling confident and happy. But my excitement was short-lived, as my teacher's harsh tone shattered my confidence. I was only five years old when I was humiliated in front of the class by my teacher. She couldn't understand what I was saying, and her slapping of her leg left me feeling ashamed. It wasn't just a matter of feedback; it was the way she treated me that made me feel like I wasn't good enough. The experience stayed with me for a long time, and I found it difficult to speak to strangers for a year. Eventually, I was diagnosed with speech and learning disabilities, and I underwent intense speech therapy and seven years of learning and language therapy. It was during this time that I witnessed the passion of my therapist, who helped me to overcome my difficulties. I became interested in pursuing a career in speech and language pathology, inspired by my therapist's dedication to her work. I committed myself to finding volunteer opportunities and work experiences to help me reach my goal of becoming an excellent therapist. During the 2020 lockdown, I found an online program that assisted parents of special needs children, specifically those with autism. Using Zoom, I played the piano for the children as a way to help engage them. This experience helped me to understand the broad appeal of music in learning and therapy. Last summer, I shadowed a pediatric therapist and saw firsthand the use of music and art therapy in helping children with special needs. Throughout my time in high school, I was a member of the special education committee, Vice President of the Helping Hands Club, Senior Director of the Associated Student Union, and Executive Committee. I was responsible for advocating for the needs of students at the high school and managed over 50 students on my committees. For the past seven years, I have also been a Youth Group Leader for my church during the summer for their Vacation Bible School. I am continuing this volunteer work in the summer of 2023. Today, I am a full-time, sophmore student at California State University, Fullerton, and work part-time in the Yorba Linda School District as a youth developer. I am passionate about making a difference in the lives of those with speech and language disabilities, and I am committed to using my skills and knowledge to help them communicate effectively. With this scholarship, I will be one step closer to achieving my goal, and I look forward to the opportunities that lie ahead.

The first symptom was darkness. I found myself on the floor, not understanding what just happened. That was the day my life changed dramatically. I was diagnosed with Postural Orthostatic Tachycardia Syndrome (POTS). The symptoms were so debilitating that I could no longer attend in-person school. I went from a healthy, active kid to one that struggled to do everyday normal activities. I had unexplained symptoms that made it difficult to get out of bed. I would sleep all day and had a loss of appetite. I would look in the mirror and not recognize my pale, somber face. I missed months of in-person learning and received only six hours a week of home hospital instruction. Upon re-entering school, I realized how far behind I was compared to the class. I was challenged to learn two streams of academics at the same time. Imagine learning Algebra 2 before grasping Algebra 1. At first, it was overwhelming and I struggled with feelings of inadequacy. One of the biggest lessons this disorder taught me was acceptance. I had to accept what was out of my control and my life was on a different path than planned. I made a goal to be the best possible me. I dedicated my time to working hard and learning new studying strategies to cope with the symptoms. I immersed myself in school activities and all the opportunities provided. For the first couple of years, and maybe because I wanted to be "just like everyone else," I would hide how bad I was feeling. I also didn't talk about my condition. My experience created a drive within me to help others after realizing how quickly a life can turn upside down. I searched for ways to positively impact other teenagers in challenging situations. I decided to develop a website to bring awareness about POTS. I dedicated my time to learning a website program and content design. I launched the website through social media and local physician groups. My cardiologist was so impressed with my website that she references my site to other teenagers enduring the same diagnosis. Parents and teens nationwide have reached out to meet via Zoom or phone call. They have expressed feeling the same about how hard it is for others to understand POTS. Some of the most common discussions I have had are about my personal story and successful studying strategies. I share how I learned to advocate for my health and mental well-being by educating teachers, coaches, and friends about POTS. The most emotional conversation I had was with a mother who felt lost and wanted to understand how to support her daughter. A student from my school, with a similar condition, reached out to share her experience and thanked me for being brave enough to tell my story. This journey has been significant to me because it is a personal experience that was difficult to navigate and I am proud I found a way to help other teenagers feel supported and heard.

The first symptom was darkness. I found myself on the floor, not understanding what just happened. That was the day my life changed dramatically. I was diagnosed with Postural Orthostatic Tachycardia Syndrome (POTS). The symptoms were so debilitating that I could no longer attend in-person school. I went from a healthy, active kid to one that struggled doing every day normal activities. I had unexplained symptoms that made it difficult to get out of bed. I would sleep all day and had a loss of appetite. I would look in the mirror and not recognize my pale, somber face. I missed months of in-person learning and received only six hours a week of home hospital instruction. Upon re-entering school, I realized how far behind I was compared to the class. I was challenged to learn two streams of academics at the same time. Imagine learning Algebra 2 before grasping Algebra 1. At first, it was overwhelming and I struggled with feelings of inadequacy. One of the biggest lessons this illness taught me was acceptance. I had to accept what was out of my control and my life was on a different path than planned. I made a goal to be the best possible me. I dedicated my time to working hard and learning new studying strategies to cope with the symptoms. I immersed myself in school actives and all the opportunities it provided. For the first couple of years, and maybe because I wanted to be "just like everyone else," I would hide how bad I was feeling. I also didn't talk about my condition. My experience created a drive within me to help others after realizing how quickly a life can turn upside down. I searched for ways to positively impact other teenagers in challenging situations. I decided to develop a website to bring awareness about POTS. I dedicated my time learning a website program and content design. I launched the website through social media and local physician groups. My cardiologist was so impressed with my website she references my site to other teenagers enduring the same diagnosis. My website provides support for teens through personal stories and articles. This syndrome is not well known and is called the "Invisible Illness". Personal and other relationships are affected by this syndrome. My content also provides positive examples for family and friends on how to best support someone with POTS. Parents and teens nationwide have reached out to meet via Zoom or phone call. They have expressed feeling the same about how hard it is for others to understand POTS. Some of the most common discussions I have had are about my personal story and successful studying strategies. I share how I learned to advocate for my health and mental well-being by educating teachers, coaches, and friends about POTS. The most emotional conversation I had was with a mother who felt lost and wanted to understand how to support her daughter. A student from my school, with a similar condition, reached out to share her experience and thanked me for being brave enough to tell my story. We are planning to organize a heart walk during our senior year. This journey has been significant to me because it is a personal experience that was difficult to navigate and I am proud I found a way to help other teenagers feel supported and heard.