Guiding Presence: A Mission of Purpose in Special Education “I have learned that the purpose of teaching is to bring the student to his or her sense of his or her own presence.” —Professor Harold Bloom, Possessed by Memory When I first read this quote by Professor Harold Bloom, I paused. Not because the words were unfamiliar, but because they so perfectly captured something I had been feeling for a long time as I worked with children with special needs. To “bring the student to his or her own sense of presence” means to awaken in them the understanding that they matter—that their voice, their thoughts, their abilities, and their identity hold meaning in this world. It is about helping them realize that they are not invisible, not defined by limitations, but seen, valued, and capable of shaping their own lives. In special education, this principle is not only powerful—it is essential. For many students with disabilities, the world too often tells them who they are not. They are told they are too slow, too distracted, too difficult, or too different. But as a future special education teacher, I believe my most important job is to help them discover who they are. I am passionate about this profession because I believe every child deserves to feel present in their own learning, in their relationships, and in the world around them. What Sparked My Passion My passion for special education began when I volunteered with a cheerleading team for children with disabilities. At first, I thought I was there to “help.” But what quickly became clear was that these children didn’t need to be fixed—they needed to be lifted. I watched students with developmental delays light up when they mastered a move, students with autism beam with pride as they led a chant, and nonverbal children express excitement through dance. Every cheer routine became a celebration of who they were. That experience stayed with me. It made me realize that teaching, especially in special education, is about so much more than academics. It’s about empowering students to understand and embrace their unique identity, abilities, and purpose. My Mission as a Special Education Teacher My mission as a special education teacher is to cultivate classrooms where students don’t just survive—they shine. I want to create a learning environment where each child’s presence is not only acknowledged but celebrated. This includes: • Individualized support: Understanding how each student learns best, what helps them feel safe, and what unlocks their confidence. • Communication in all forms: Whether a child speaks, signs, writes, or uses assistive technology, I will make sure they know their voice is heard. • High expectations and deep empathy: I will hold my students to high standards—not by comparing them to others, but by recognizing their own potential and growth path. • Family partnerships: I will work closely with parents and caregivers, recognizing that they are the child’s first and most consistent teachers. Above all, I want every student I teach to know that they belong. That they have a place in their classroom, in their school, and in the larger world. I want to help them build confidence, resilience, and a sense of identity. That, to me, is the essence of guiding a student to their “sense of presence.” A Fairy Tale: The Mirror of Presence Once upon a time in the quiet village of Undervalley, there lived a young woman named Elara. She was known for her kindness, her creativity, and her deep love for children who others said were “too different” or “too difficult.” The village school had a group of children that no one knew how to teach—children who didn’t speak, who couldn’t sit still, who didn’t learn the same way. The townspeople called them the Forgotten Few. But Elara saw something different. One day, an old storyteller visited the village and told Elara of a magical object hidden deep in the Forest of Shadows: the Mirror of Presence. This mirror had the power to show each person not what others saw, but who they truly were. The storyteller warned that the path to the mirror was dangerous—it required patience, creativity, and an open heart. Without hesitation, Elara set off on the journey, guided only by her belief that every child deserved to see their true self. Along the way, she encountered trials: a storm of Doubt, a valley of Misunderstanding, and a river of Frustration. But at each step, Elara remembered the laughter of the children, the sparkle in their eyes when they were encouraged, and the way they danced when no one was watching. When she finally reached the Mirror of Presence, she didn’t use it for herself. Instead, she brought it back to the village and one by one, helped each of the Forgotten Few look into it. And what they saw changed everything. One child saw a brilliant mind, once hidden by silence, now blooming with ideas. Another saw strength in her ability to feel emotions deeply. Yet another saw his creativity in how he moved and expressed himself. The village slowly began to see what Elara had always seen: these children were not broken. They were beautiful. From that day on, the Forgotten Few were forgotten no more. Elara became the village’s first special education teacher. She didn’t use spells or potions, only patience, compassion, and belief. But her work was more magical than anything the village had ever known. The Story Continues In many ways, I see myself as Elara. I may not carry a literal mirror, but I hope to hold up a figurative one for each of my students—to reflect back to them their strengths, their possibilities, and their worth. I want to be the kind of teacher who doesn’t just teach skills but helps children see their own value. As I continue my education and pursue a career in special education, I carry the words of Professor Bloom with me. I believe that the “sense of presence” he speaks of is not just a moment of self-awareness—it’s a lifelong foundation for self-worth and success. My role is to guide each student to that foundation, through patience, innovation, and love. This is why I am passionate about special education. Because every child deserves to look in the mirror and say, I matter. And I will dedicate my life to helping them believe it.

From a young age, I’ve always felt a natural connection to children—their energy, honesty, and curiosity have inspired me to pursue a career centered around their growth. My passion for early childhood development began when I started volunteering at my church’s daycare and later became a mentor for a local youth dance program. These experiences opened my eyes to how crucial the early years are in shaping a child’s confidence, communication skills, and learning ability. I saw firsthand how children flourish when they feel safe, supported, and engaged, and it sparked something in me that hasn’t faded since. I am currently studying early childhood education because I believe that the foundation we build in the first five years of life determines so much about a child’s future. I plan to support early childhood development by becoming a well-rounded educator who meets each child where they are, emotionally and academically. I want to create a classroom where every child feels seen and heard, where learning is interactive and joyful, and where differences are celebrated. My goal is to use evidence-based teaching practices that focus on play-based learning, emotional regulation, and language development. I also want to incorporate music and movement—especially dance—into daily routines, as I’ve seen how physical expression can help children develop motor skills, creativity, and self-esteem. My experience teaching young children dance has taught me how movement can break down barriers and help children feel connected and successful, even if they struggle in more traditional learning settings. In addition to teaching in a classroom, I plan to advocate for families, especially those with limited access to resources. I want to ensure that all parents and caregivers are equipped with the tools they need to support their child’s development at home. Whether it’s through community workshops, parent-teacher communication, or partnerships with local programs, I believe that supporting families is just as important as supporting the children themselves. What ultimately led me to this field was a combination of passion, purpose, and lived experience. I grew up with younger siblings and cousins, often helping care for them, and I realized early on how much I enjoyed teaching and guiding others. Watching them hit milestones and seeing the pride on their faces gave me a sense of fulfillment that nothing else matched. Later, when I volunteered with children with special needs, I saw how every child has potential and simply needs the right environment and support to thrive. That solidified my decision to commit my life to early childhood education. In the future, I hope to not only teach but also lead initiatives that improve access to quality early education in underserved communities. My dream is to help close the opportunity gap and ensure that every child—no matter their background—starts school ready to succeed. Supporting early childhood development is more than a career path for me; it’s a calling, and I’m fully committed to making a lasting difference.