I want to become a special education teacher because helping students with disabilities grow and succeed has always felt important to me, not just as a job but as something personal. For about 10 years I have worked as an occupational therapy assistant, mostly in pediatrics, and during that time I’ve had the chance to work closely with kids who all learn and develop in their own ways. Seeing their progress, even in small steps, has honestly been one of the most rewarding parts of my life. Over the last 3 years, I’ve been working in a school system providing OT services, and that experience really changed things for me. Being in the classroom setting more often, collaborating with teachers, and watching how much of an impact they have on students made me realize I want to be more involved in that role. I don’t just want to support from the side anymore, I want to be one of the people helping guide these students every day, helping them reach goals that sometimes others might not expect from them. A big reason for this passion goes back to my childhood. My uncle Scotty, who has Down syndrome, was more like a sibling to me growing up. Being around him and his friends from a young age made being around people with disabilities feel completely natural to me. I never saw them as different in a negative way, just unique individuals with their own personalities, strengths, and challenges. Because of that, I think I developed a level of comfort and understanding that not everyone has. I’ve always found it easy to connect and socialize with individuals with disabilities, even in situations where others might feel unsure or awkward. That connection has followed me into my career. I’ve seen how important patience, encouragement, and consistency are, and how much they can change a student’s confidence. Sometimes progress is slow, and sometimes it can be frustrating, but when a student finally understands something new or accomplishes a goal they’ve been working toward, it makes everything worth it. Those moments stick with you. Becoming a special education teacher feels like the next step for me. I want to build stronger relationships with students and be more involved in their academic and personal growth. I also want to help create a classroom environment where they feel safe, understood, and capable. Every student deserves someone who believes in them, even when things are difficult. I know this path won’t always be easy, but it’s something I care deeply about. My background, both personally and professionally, has prepared me in ways that go beyond just training. It’s something I’ve lived and experienced for most of my life. I want to continue making a difference, and becoming a special education teacher is how I plan to do that.

My life has been shaped by service—to my family, my church, and my community—and it is this commitment that motivates me to pursue higher education and continue making a positive impact. As a 30-year-old mother of two children, ages three and seven, I have come to deeply understand the value of dedication, compassion, and leading by example. My journey of faith and service has grown alongside my family, guiding my personal and professional goals. Growing up, my experience with church was inconsistent, and though I claimed to be saved at a young age, I now recognize that my faith truly began to take root as an adult. God has performed miraculous changes in my life and heart that I know could only be possible through Him. These transformations became especially evident as I embraced motherhood. Through the challenges and joys of raising my children, I realized the importance of my ministry in motherhood—teaching, guiding, and loving my children as God teaches us to love. This calling strengthened my relationship with Christ and drew me closer to our small Baptist church in DeKalb County, Alabama. For the past five years, my family and I have committed ourselves fully to serving our church. Our congregation is small, with only a handful of consistent members, and we take seriously the responsibility of supporting and nurturing our church family. My husband was ordained as a deacon in 2025, and together we teach the teenage class on Wednesday nights. In addition, I serve as church secretary, deliver flowers and cards during times of sickness or loss, and participate on the activity and Vacation Bible School committees. Church is no longer optional for my family—it is a priority, and we are blessed to actively participate in shaping the spiritual lives of others. Outside of church, my passion for service extends into my professional and personal life. I currently work part-time as an occupational therapy assistant, providing care and support to children with disabilities. This experience has inspired me to pursue a new career in special education. Working with children who have differences is a powerful reminder that all individuals are created in God’s image, worthy of love, respect, and encouragement. Through my work, I strive to model Christ-like love—patience, understanding, and empowerment—helping each child reach their full potential. Serving these children daily is not only professionally fulfilling but spiritually grounding, reinforcing the lessons of compassion and humility that I carry from my church and home life. Through both church and professional service, I have learned that true leadership is not about recognition but about dedication to others’ growth and well-being. Whether I am teaching teenagers on Wednesday nights, supporting a child in therapy, or assisting a family in need, I strive to embody the principles of Christ’s love and servant leadership. My education in special education will allow me to expand my ability to serve, equipping me to support more children and families with compassion, expertise, and understanding. Ultimately, I hope to use my education and life experiences to make a meaningful difference in the lives of others—guiding children, nurturing communities, and serving as an example of faith in action. Through my family, church, and professional work, I am committed to a life of service that honors God and uplifts those around me.

My decision to pursue a career supporting the intellectual disability community is deeply rooted in my personal life, particularly my relationship with my uncle, Scotty, who has Down syndrome. Scotty is 46 years old, but growing up, we were more like siblings than uncle and niece. Being raised alongside him has been one of the greatest blessings of my life and has shaped both who I am and the path I have chosen professionally. From an early age, I was surrounded by Scotty and his friends, many of whom also had intellectual disabilities. Because of this, I naturally developed comfort, understanding, and empathy in situations that many people find unfamiliar. This upbringing instilled in me a lifelong passion for advocating for and supporting individuals with disabilities. Even as a young child, I found myself drawn to others who needed encouragement—in kindergarten, I took a classmate with Down syndrome under my wing, protecting and guiding him like a “mother hen.” That instinct to nurture and include others foreshadowed the career I would ultimately choose. Professionally, I have spent nearly ten years as an occupational therapy assistant, with the last three years providing services within the school system. Working in schools gave me the opportunity to observe classrooms, collaborate with teachers, and see firsthand the challenges and triumphs students with disabilities experience every day. Through this experience, I realized that I wanted to have an even greater impact on students’ academic and personal growth. This realization inspired me to pursue a degree in special education, combining my background in occupational therapy with the skills and knowledge necessary to become a teacher. I now have the opportunity to guide students more directly, help them build both academic and life skills, and advocate for their full potential. My relationship with Scotty continues to shape my perspective and passion. While he is very independent, he still requires support similar to that of a young teenager. Over the past year, my family navigated the loss of my grandfather, Scotty’s primary caregiver. My mother stepped in to help my grandmother care for him, and witnessing this dedication has reinforced my understanding of the challenges, responsibilities, and rewards involved in supporting someone with an intellectual disability. These experiences have deepened my commitment to making a positive social impact and fostering independence in those I serve. I am also passionate about advocacy and education beyond direct support. I often encounter acquaintances who make insensitive comments about individuals they perceive as “different,” and I take these moments as opportunities to educate and shift perspectives. I strive to raise my own children with the same values I was given—teaching them to embrace differences, show compassion, and treat everyone with respect. Ultimately, my goal is to make a lasting difference by supporting students with intellectual disabilities to achieve both independence and confidence. My experiences with Scotty and my career as an occupational therapy assistant inspired me to pursue a degree in special education, and I am committed to using this combination of personal insight and professional expertise to advocate, educate, and empower the students I serve.

My name is Briley Wright, and I am currently an occupational therapy assistant with nearly ten years of experience supporting individuals with disabilities. Throughout my career, I have been driven by a deep commitment to helping others gain independence, build confidence, and reach their fullest potential. While I began my journey in the healthcare field, my experiences over the past three years working within the school system have inspired me to pursue a career in special education. In my role as an occupational therapy assistant, I work with students to develop essential skills such as fine motor coordination, sensory regulation, and daily living tasks. These skills are critical not only for academic success but also for functioning independently in everyday life. Working in schools has allowed me to collaborate with teachers, observe diverse learning environments, and better understand how educational support systems impact student growth. Through these experiences, I have discovered a strong desire to become more directly involved in shaping students’ educational journeys. I plan to make a positive social impact in my career by creating inclusive, supportive learning environments where students with special needs feel valued, capable, and empowered. I believe that every student deserves access to an education that meets their individual needs and recognizes their unique strengths. As a future special education teacher, I will use differentiated instruction and individualized strategies to ensure that all students can engage meaningfully in the classroom. My background in occupational therapy provides me with a unique perspective that will enhance my effectiveness as an educator. I understand how physical, sensory, and cognitive challenges can affect learning, and I am skilled in adapting tasks and environments to support student success. By integrating therapeutic strategies into my teaching, I will be able to address not only academic goals but also functional life skills that are essential for long-term independence. Beyond the classroom, I am committed to advocating for students with special needs and promoting greater awareness and inclusion within the community. I believe that social impact extends beyond academic instruction—it involves helping students develop the confidence and skills necessary to participate fully in society. Whether it is teaching self-care routines, communication skills, or problem-solving strategies, I want to equip my students with tools that will serve them throughout their lives. I also recognize the importance of collaboration in making a meaningful impact. Working alongside families, therapists, and other educators allows for a more comprehensive approach to supporting each student. I value open communication and teamwork, and I am committed to building strong partnerships that benefit the students I serve. Ultimately, my goal is to empower students with special needs to recognize their abilities, overcome challenges, and achieve success on their own terms. I am passionate about making a difference not only in the lives of my students but also in the broader effort to create a more inclusive and supportive society. By combining my experience in occupational therapy with my future role as a special education teacher, I am confident that I can contribute positively and meaningfully to the lives of those I serve.

My passion for becoming a teacher for students with special needs has developed through both my professional journey and my personal commitment to helping others reach their full potential. As an occupational therapy assistant with nearly ten years of experience—three of those within the school system—I have had the privilege of working closely with students who learn and grow in unique ways. These experiences have shown me that every child is capable of success when given the right tools, support, and encouragement. In my current role, I help students build essential skills such as fine motor coordination, sensory regulation, and independence in daily tasks. While I value the impact I am able to make through therapy services, I have realized that I want to play a more central role in their educational journey. I want to be the person who not only supports their development but also guides their learning every day, celebrates their progress, and helps them overcome challenges in real time. This desire has led me to pursue a career as a special education teacher. The quote provided speaks to the importance of meeting students where they are and believing in their potential. I strongly believe that every student deserves a teacher who sees their abilities rather than their limitations. As an educator, I will guide my students by creating a supportive and structured environment where they feel safe to take risks and try new things. I will use differentiated instruction, hands-on learning, and individualized strategies to ensure that each student has access to meaningful learning experiences. Most importantly, I will foster independence by teaching life skills that extend beyond the classroom, helping my students build confidence in themselves and their abilities. I also believe that patience, consistency, and empathy are essential in guiding students with special needs. Progress may look different for each child, but every small step forward is significant. I will celebrate those achievements and encourage my students to recognize their own growth. By building strong relationships and maintaining high, yet realistic, expectations, I will help my students understand that they are capable of more than they may believe. If my journey were a fairy tale, I would be a guide traveling through a vast and varied kingdom, where each child represents a unique and extraordinary land. Some lands have steep mountains to climb, while others have winding paths that are difficult to navigate. Along the way, I carry a toolkit filled with patience, creativity, and knowledge. Instead of changing the path for each child, I help them find their own way through it. In this story, my greatest accomplishment is not conquering the kingdom, but empowering each child to discover their own strengths and abilities. Together, we celebrate victories—both big and small—and turn obstacles into opportunities for growth. By the end of the journey, each child stands taller, more confident, and better prepared to continue their path independently. Ultimately, my goal as a special education teacher is to be both a guide and an advocate. I am passionate about helping students with special needs unlock their potential and equipping them with the skills they need to succeed in school and in life. Through dedication, compassion, and a commitment to individualized support, I am confident that I can make a meaningful difference in the lives of my students.

My passion for early childhood education has grown naturally through my experience as an occupational therapy assistant working within the school system. While I have always known that I wanted to work with individuals with disabilities, my time in schools—especially with younger children—has shown me just how critical the early years are in shaping a child’s development, confidence, and long-term success. Over the past ten years as an occupational therapy assistant, and particularly in the last three years in the school setting, I have had the opportunity to work closely with young children who are developing foundational skills. These include fine motor abilities, sensory regulation, communication, and basic self-care tasks. In early childhood, these skills are not just developmental milestones—they are building blocks that impact a child’s ability to learn, interact, and thrive in both school and everyday life. What inspires me most about early childhood education is the opportunity to make a meaningful impact at such a formative stage. Young children are naturally curious, eager to learn, and incredibly resilient. With the right support and guidance, they can make tremendous progress in a short amount of time. I have witnessed students gain independence in tasks they once struggled with, build confidence in their abilities, and begin to engage more fully with their peers and environment. Being part of that growth is both rewarding and motivating. My background in occupational therapy has given me a unique perspective that I believe aligns strongly with early childhood education. I understand the importance of meeting children where they are developmentally and using individualized, hands-on approaches to support their growth. Whether it is helping a child learn how to hold a pencil, regulate their emotions, or participate in classroom routines, I value the importance of adapting instruction to meet each child’s specific needs. I am particularly passionate about creating learning environments that foster both academic and functional development. In early childhood education, learning goes beyond traditional academics—it includes play, social interaction, problem-solving, and the development of independence. I want to be a teacher who not only introduces foundational academic concepts but also helps children develop the life skills they will carry with them throughout their lives. Additionally, I am drawn to the collaborative nature of early childhood education. Working alongside families, therapists, and other educators allows for a more holistic approach to supporting each child. My experience in a multidisciplinary setting has reinforced the importance of teamwork and communication in helping children reach their full potential. Ultimately, my passion for early childhood education stems from a desire to make a lasting impact during one of the most important stages of development. I am committed to supporting young learners as they build the skills, confidence, and independence they need to succeed. By combining my occupational therapy experience with a career in early childhood education, I hope to create a nurturing and inclusive environment where every child has the opportunity to grow and thrive.

My interest in pursuing a career in teaching, specifically in special education, has developed through both my professional experience and my long-standing passion for working with individuals with disabilities. I currently serve as an occupational therapy assistant, providing services within a school system. While my career began in healthcare, my path has naturally evolved as I discovered how meaningful it is to support students in an educational setting. For nearly ten years, I have practiced occupational therapy, with the last three years dedicated to working in schools. During this time, I have gained valuable insight into the educational environment, collaborating with teachers, observing classroom dynamics, and supporting students with diverse learning needs. These experiences have allowed me to see firsthand the critical role that special education teachers play in shaping not only academic outcomes but also the confidence and independence of their students. It was through this exposure that I realized my passion for becoming a special education teacher. While I deeply value my role as an occupational therapy assistant, I have found myself wanting to do more—to be more directly involved in students’ daily learning, to build lasting relationships with them, and to guide their growth in a more comprehensive way. I want to help students reach their fullest potential, both academically and personally. I believe my background in occupational therapy uniquely prepares me for this transition. My training has equipped me with a deep understanding of fine motor skills, sensory processing, adaptive techniques, and individualized support strategies. When combined with the principles of special education, this knowledge creates a strong foundation for helping students succeed. I am confident that integrating these skill sets will allow me to create a supportive and effective learning environment tailored to each student’s needs. My goal as a special education teacher extends beyond teaching academic content. I am equally passionate about helping students develop independence and essential life skills that they will carry with them outside of the classroom. Whether it is learning how to complete daily tasks, communicate effectively, or build confidence in their abilities, I want to empower my students to navigate the world with greater autonomy and self-assurance. While I cannot point to a single teacher who changed my life, I can say that the students I have worked with have profoundly impacted me. Their resilience, determination, and unique perspectives inspire me every day. They have shown me the importance of patience, creativity, and compassion—qualities that I strive to bring into my work and will continue to develop as a teacher. Ultimately, my decision to pursue a career in teaching is driven by a desire to make a meaningful difference. I am eager to take on a more active role in shaping the educational experiences of students with disabilities and to help them achieve success in all areas of life. By combining my occupational therapy background with a career in special education, I am confident that I can positively impact my students and support them in reaching their highest potential.