My life journey has been shaped by both personal and professional experiences that have led me to pursue higher education at this stage in my life. As a mother of four children, two of whom have disabilities, one with Cerebral Palsy and another with an IEP for Executive Functioning, I have had a front-row seat to the unique challenges children face in educational settings. Supporting my own children through therapies, accommodations, and individualized learning plans has instilled in me values of patience, advocacy, and resilience. These experiences have also deepened my understanding of the critical role educators play in ensuring that every child has access to meaningful learning opportunities and feels empowered to reach their potential. Professionally, I have dedicated the past five years to teaching fourth grade in a general education classroom, where my students include those with disabilities and English Language Learners. Out of a class of fifteen students, I have five on IEPs and three ELLs. This experience has reinforced my belief in the importance of equity, inclusion, and differentiated instruction. I pride myself on creating lessons that are engaging, rigorous, and scaffolded to meet diverse learning needs. Over time, I have learned that teaching is not just about delivering content—it is about understanding each child as an individual, advocating for their needs, and celebrating their successes, both big and small. These personal and professional experiences have profoundly shaped my career aspirations. I am driven to become a special education teacher who not only supports students academically but also fosters their confidence, independence, and sense of belonging. I aim to use my knowledge to implement evidence-based strategies, such as small group interventions, differentiated instruction, and IEP-driven goals, to help students achieve measurable growth. Beyond my classroom, I hope to mentor other educators, advocate for inclusive practices, and create school environments where diversity is recognized as a strength and all students feel valued. Pursuing higher education at this point in my life represents a critical step toward achieving these goals. Through advanced study, I will deepen my understanding of autism, learning differences, and the most effective strategies for supporting students with diverse needs. I will gain the skills necessary to design and implement individualized learning plans, collaborate with colleagues and families, and lead initiatives that promote equity and inclusion within my school and broader community. This scholarship will make a significant impact by alleviating financial barriers, allowing me to dedicate myself fully to my studies and professional development. Ultimately, I plan to use my education to make a lasting positive impact on the lives of students and their families. By combining my lived experience as a parent with my professional expertise as an educator, I will work to ensure that children with disabilities have access to high-quality education, individualized supports, and opportunities to thrive academically, socially, and emotionally. I am committed to giving back to my community by advocating for inclusive education, mentoring emerging teachers, and helping to create classrooms where every child feels empowered, supported, and capable of achieving their fullest potential

Once upon a time, there was a teacher named Ayesha who had spent years guiding students in a general education classroom. She loved teaching, but when the opportunity came to become an inclusion teacher, she hesitated. Deep down, she feared that stepping into this new role without enough resources or support might leave her powerless. She worried that she might fail the very students who needed her most. The thought of not being able to meet their needs weighed heavily on her heart. She feared that her love for teaching might not be enough if she did not have the tools to help students with diverse learning needs succeed. Luckily, Ayesha carried something stronger than fear; she carried purpose. Determined to grow as an educator, she returned to school to pursue a degree that would help her better understand the students she already loved, as well as those she would come to know in the future. Along the way, she immersed herself in learning about autism, discovering how unique neurological differences affect learning, communication, and social interactions. She studied evidence-based practices, learning how to differentiate materials so that every student could access the curriculum in ways that made sense for them. She practiced creating small group interventions tailored to students’ needs, and she learned how to use IEP goals as part of her instructional arsenal to guide purposeful and measurable learning. Through this journey, Ayesha discovered that even when resources were limited, compassion, creativity, and persistence could light the way. She began to see that teaching in an inclusive classroom was not about perfection; it was about being responsive, flexible, and intentional in her planning and instruction. She realized that even small adjustments, like providing visual supports, breaking tasks into manageable steps, or pairing students strategically in groups, could make a profound difference in student learning and confidence. As time went on, her classroom began to bloom with success stories. Students who once struggled started to thrive in their own unique ways. Laughter returned, confidence grew, and Ayesha realized her fears had transformed into fuel. Her greatest magic wasn’t in delivering flawless lessons; it was in her unwavering belief in her students and in herself, and in her ability to adapt her teaching to meet each child where they were. From that day forward, her classroom became a place where every difference was a strength, every challenge an opportunity, and every child a reminder of why she had chosen this path. Ayesha discovered that inclusion teaching was not a limitation; it was a chance to make every student feel capable, confident, and valued.

Ever since I was a child I envisioned myself as an educator. My first school experience was in Trinidad at a small village school. We had no plumbing, we sat on long wooden benches, and used chalk and writing tablets. My teacher, who I called teacher, would stand in front of the class and teach us reading, writing and arithmetic. She was firm, yet kind, and I wanted to just like her. I didn’t even mind the occasional licks on the palm with the ruler because I knew that one day I would be the one in front of the class. My dream of becoming an educator never wavered. I went to school and became certified as an early childhood educator, but as life unfolded I soon learned that early childhood would not be my final destination as an educator. As I grew, I followed my parents example. They were good, kind, people who believed in sacrificing for their family and always giving back to the community that we were a part on. They pushed me to live up to this standard of living and also to go further then that did by completing high-school and college, which neither of them had the opportunity to do. I pride myself on being a good example for my children as well as my students that I have the honor of teaching every day. I believe my passion for special education began with my family, which consists of two college-aged children, one of whom has Cerebral Palsy, along with a high schooler, and a middle schooler who has an IEP for Executive Functioning. As a mother of 4, two of which have disabilities, my passion to become a teacher of children with disabilities has multiplied. I love working in a general education classroom. Out of a group of 15 students I have 5 on IEPs and 3 ELLs. I pride myself on creating engaging lessons that provide the appropriate scaffolding to meet the needs of my students while maintaining rigor and meeting the standards. I have learned that teaching can be all consuming, but it is worth the time and dedication required to meet the needs of my students. I feel this way because this is the mindset that I want my children’s teachers to have as they navigate through their educational journeys. I have been a dedicated 4th grade teacher for three years, specializing in a general education setting for all children, including children with disabilities and ELLs. My teaching philosophy revolves around my passion for providing an equitable, quality education and support to all, ensuring they have the tools they need to succeed today and in the future.