Since I was little, I have always dreamed of helping others and changing my community. Coming from a disadvantaged background, I learned from a young age what it means to fight for what you want and the importance of solidarity. My family has always taught me that although life is not always easy, hard work and determination can change our destiny. This learning has become the foundation of my dreams and aspirations. My biggest dream is to become a teacher, especially in early childhood. I firmly believe that education is the most powerful tool to break the cycle of poverty and provide a future full of opportunities. I am currently working on projects that allow me to be more involved in my community, volunteering in educational centers and organizations that support children from vulnerable families. These projects have allowed me to understand firsthand the obstacles that many children face, which further motivates me to be part of the change. Throughout my life, I have faced challenges, some of them very difficult. My family and I have experienced homelessness on several occasions, which has made me aware of the insecurity and uncertainty that many people face. However, these moments have also taught me the importance of resilience, hope, and solidarity. I have learned not to give up, to seek solutions, and to find support in my community. This scholarship would be an invaluable opportunity to continue my studies and advance my career as an educator. It will allow me to gain the knowledge and skills necessary to support children in my community, providing them with the same opportunities that I was provided with.

My decision to focus on early childhood development came from deep reflection on the importance of the first years of a person’s life. The first years of life are crucial for a child’s physical, cognitive, emotional, and social development. This is the stage where foundations are laid that will influence the rest of their lives. Through my experiences and observations, I have come to understand that, with the right support from an early age, children have the potential to overcome any challenges they may face later in their education and personal lives. What motivated me most to choose this field was observing how many children, especially those from disadvantaged backgrounds, face significant barriers to accessing an appropriate learning environment. From my perspective, young children deserve a safe, stimulating, and loving space where they can explore and develop fully. It is during this stage that children begin to form their image of themselves, others, and the world around them. In addition, this is when key skills such as problem-solving, emotional regulation, and socialization are developed. This stage of life is crucial because a child’s brain is in the midst of development, which means that the experiences they have in their early years will impact their long-term development. Seeing how some children, for various reasons, do not have access to these experiences, I wanted to be part of a change in this area. From the moment I decided to become a teacher, I realized that, in addition to being an educator, my role would be to be a guide, a source of support, and encouragement in the early years of a child’s life. My approach to early childhood is not only based on academics, but also on developing values ​​and emotional skills that will follow them throughout their lives. I plan to support a child’s early development by providing them with a stimulating, yet caring and respectful environment. Providing them with a space where they feel safe and valued, allowing them to explore their surroundings and naturally develop their curiosity, is key. Through games, creative activities, music, and storytelling, I aim to help you develop your child’s critical thinking, creativity, and problem-solving skills while reinforcing values ​​such as empathy, patience, and self-confidence. In addition, my goal is to involve families in the development process. I firmly believe that collaboration between school and home is essential to creating a strong support network that ensures children’s well-being and optimal development. I plan to offer families resources and strategies so that they can continue to support their children’s development at home, whether through daily activities or by creating a positive and stimulating learning environment. This will also allow them to feel an active part of the educational process and will strengthen the bond between family and school, something that is considered essential for the overall development of a child. My decision to pursue this field is the result of observing how the environment in which children grow up profoundly affects their ability to learn and develop. I realized that by investing in early childhood, we can provide children with the tools they need for a successful future, not only academically, but also personally and socially. The positive impact of proper early childhood education can transform a child’s life, enabling them to reach their full potential and successfully face life’s challenges. Helping young children recognize their worth and believe in their ability to achieve great things is something I am deeply passionate about, and it is a legacy I hope to leave behind as a future teacher.

My desire to be a teacher was born from a combination of personal experiences, the influence of great educators throughout my life, and the deep conviction that education has the power to transform lives. Since I was a child, I have always been fascinated by the learning process, and although I didn't always have all the answers, the idea of ​​helping others find theirs was extremely fascinating. My earliest memories of inspiration come from those teachers who, in addition to teaching me academic content, were concerned about my emotional and social well-being. I particularly remember a high school teacher who, during a difficult time in my life, provided me not only academic support but also a space to express my concerns and fears. That act of empathy, combined with her ability to make learning fun and meaningful, left a profound impression on me. It was at that moment that I understood the true impact a teacher can have on a student's life: a teacher is not only responsible for transmitting knowledge, but also for being a guide, a supporter, and sometimes a friend. Over the years, my interest in teaching has strengthened. As a young woman, I witnessed the obstacles that people, especially women, face in education and employment. However, those same experiences taught me that education is a powerful tool to overcome any obstacle. I observed how many people, especially those from less privileged backgrounds, lack access to quality education, not due to a lack of abilities, but due to a lack of opportunities. This reality led me to reflect on the importance of creating an inclusive educational environment that values ​​not only academic achievement but also the effort, perseverance, and character of each child. The obstacles students face due to their gender, race, ethnicity, or economic status should not be insurmountable obstacles on their path to success. Therefore, one of my greatest goals as a teacher is to provide them with an education that empowers them and allows them to discover their true potential, regardless of their circumstances. My own experience has also been a great source of inspiration. Throughout my life, I have faced various challenges, both academic and personal, and I have learned that the path to success is not linear, but rather full of ups and downs. By my 20s, I had already learned to value resilience and constant effort. These experiences taught me that true growth comes from overcoming challenges. I believe one of the greatest gifts I can offer my students is the ability to help them understand that while the path to their dreams may be difficult, difficulties are only stepping stones in their personal growth. The key is to never give up and continue striving for what you want to achieve. I plan to use my experiences to inspire others in a variety of ways. First, by fostering an environment of respect and trust, where students feel comfortable expressing themselves and exploring their ideas. By creating a safe, non-discriminatory space, I hope every child feels valued for who they are, not for what others expect of them. Furthermore, I want to show them that true education goes beyond textbooks and tests. It's about learning about life, facing challenges, and celebrating hard work, dedication, and teamwork. As a young person, I also want to be a role model of empowerment, showing my students that there are no limits to achieving anything you set your mind to, regardless of gender, background, or circumstances. Finally, I plan to be a role model of perseverance and empathy, showing them by example that with passion and dedication, anything is possible.

When I decided to go to study in Odessa, Texas, my life changed completely. Leaving my home, my family, and my country was a difficult decision, but I felt it was the necessary step to follow my dream of studying education. My parents supported me unconditionally from the beginning, helping me with the applications to enter the university, and, together with my mother, they accompanied me to the appointment to obtain my visa. The day I received the visa was a day of joy for everyone because I knew I was one step closer to starting a new stage in my life. However, what worried me most was the distance that would separate my family from me. Even though my parents encouraged me to move forward, they knew that saying goodbye would not be easy. My departure was emotional. Although it was a step towards realizing my academic dream, I could not help but feel sad at the thought that I would have to move away from my parents and not see them for a long time. Their love and support have always been my driving force, but at the same time, that same love made me feel the burden of separation. The day of my departure was one of the most difficult in my life. My parents, especially my father, cried a lot, but their last word was “We support you, my daughter, keep going.” That memory stayed with me throughout my time away from home. Two months had passed since I arrived in Odessa and, even though I was focused on my studies, devastating news changed my life completely. My sister, who lives with me, called me to tell me that my father had been diagnosed with cancer. The blow was strong. I was far away from him and could do nothing to support him directly. The physical distance made me feel helpless. However, I tried to keep in touch with him through phone calls, although nothing compared to the closeness I could offer him if I were there. The days passed and I focused on my studies, but the thought of my sick father never left my mind. During that year of uncertainty, we were informed of how my father’s illness was progressing. Despite my efforts to try to keep in touch, there were times when I felt that what I wanted most was to be with him. It wasn't until the summer holidays that I was able to travel back to be by his side, although the time we spent together was short and the circumstances sad. When I finally arrived at his house, my father was already weaker and his spirits were not the same, which made the reality of his illness hit me hard. In March of the following year, my family called me with even stronger news that my father had little time left to live. We decided to travel to where my father was to be with him and accompany him in his final days. I saw how his health deteriorated rapidly. One day, he could no longer speak or move, and the suffering became more evident. He was surrounded by his family, but at the same time, he was alone, facing the pain of a terminal illness. His pain was so great that we had to call the doctor and when the doctor arrived he gave him medicine to relieve his pain. I could see how, in a few hours, my father began to stop feeling pain and was relaxing until he was finally able to take his last breath.

Professor Harold Bloom’s quote, “The purpose of teaching is to bring the student to his sense of his presence,” speaks profoundly to the transformative power of education. It suggests that the ultimate goal of teaching is not simply to transfer knowledge, but to help students become fully aware of themselves, their capabilities, and their potential. This “sense of presence” is a state of self-awareness in which students understand who they are, recognize their worth, and feel empowered to take ownership of their learning and lives. In special education, this statement resonates especially strongly because it highlights the need for individualized, compassionate, and responsive teaching approaches. For students with special needs, achieving a sense of presence is often not automatic. They may face challenges that hinder their ability to see themselves as capable, valuable, and empowered. Some may struggle with communication, motor skills, or social interaction, which can lead to feelings of isolation, frustration, or low self-esteem. My role as a special education teacher would be to guide them toward realizing their inherent worth and potential, helping them recognize that they have unique abilities and voices in a world that often overlooks them. My mission as a special education teacher is to create an environment where every student feels seen, heard, and valued. This mission begins with recognizing each student as an individual with distinct needs, strengths, and challenges. Understanding each student's unique profile allows me to design lessons and experiences that speak directly to their needs, helping them develop confidence in their abilities. As Bloom's quote suggests, the goal is not simply to teach students academic content, but to help them see and understand who they are as learners and as people. To accomplish this, I would use several key approaches. First, I would foster a safe and supportive classroom environment. Special education students often struggle with feelings of insecurity or lack of self-worth. It is critical that they feel comfortable, supported, and free to take risks without fear of being judged. I would use positive reinforcement, celebrate small wins, and encourage peer support to help build students’ confidence and sense of self. Additionally, I would focus on empowering students by giving them choice and responsibility over their learning. This could mean allowing them to choose the type of assignments they complete, how they demonstrate understanding, or even how they approach challenges. Providing students with opportunities to make choices about their education reinforces their agency and reminds them that they have control over their learning and their future. Additionally, I would ensure that my teaching is holistic and not focused solely on academics. Students with special needs are multifaceted individuals, and their emotional, social, and behavioral needs must also be addressed. By including social-emotional learning (SEL) in my lessons, I would help students develop self-awareness, empathy, and interpersonal skills, all of which contribute to a deeper sense of presence in the world. These SEL skills are essential for special education students, as they often need additional support to navigate social interactions and manage their emotions. To bring this concept of “sense of presence” into a creative context, here’s a brief fairy tale: The Story of Lila and the Magic Garden Once upon a time, in a kingdom filled with enchanted forests and sparkling rivers, there lived a young girl named Lila. Lila was different from the other children. She had a special gift—she could speak to plants. However, Lila was shy and unsure of her abilities. The other children in the village often laughed at her and called her strange. One day, she met an old gardener who showed her a hidden garden where the flowers could hear her words and bloom just by listening. The gardener told Lila, "These flowers will show you the power of your voice. Every word you speak helps them grow. You have a unique ability, and you are important to this world." Lila was unsure, but she decided to try. She spoke softly to a wilting flower, and her amazement, it started to bloom. Over time, she realized that the flowers were not the only ones growing. She was, too. She began to understand that her voice, her presence, and her ability to connect with others—no matter how different—were all special. Lila became the gardener’s apprentice, helping to tend the magic garden and teaching others to find their voice, just like she had. Through her journey, she realized that every person, no matter their differences, had something valuable to offer. And so, Lila’s magic grew, not in the flowers, but in her own heart, as she learned to value herself and her place in the world. Conclusion Through this fairy tale, the lesson is clear: no matter the challenges we face, every person has a unique gift that can help them see their value and contribute to the world. As a special education teacher, I would help my students, like Lila, discover their unique abilities and find confidence in their presence. By creating a nurturing, empowering environment, I can help students achieve a sense of self-awareness and self-worth that will serve them throughout their lives.