My passion for special education began with a personal experience that forever shaped my outlook on teaching and advocacy. My niece was born with Down syndrome, and from an early age, I witnessed both the unique challenges she faced and the transformative power of support, patience, and inclusion. Being part of her journey opened my eyes to the importance of individualized education and inspired me to pursue a career where I could be that support for other children and families navigating similar paths. What I find most rewarding in special education is witnessing the personal growth of each student. Whether it’s a new communication skill, a step toward independence, or simply a boost in confidence, every achievement is a testament to their resilience—and to the collaborative effort between teacher, student, and family. These moments may seem small from the outside, but they carry enormous significance and are at the heart of why I love what I do. In the classroom, I bring a combination of patience, empathy, and a deep commitment to advocacy. I strive to meet students where they are, understanding that progress looks different for everyone. I also believe in thinking creatively—using out-of-the-box strategies, adaptive tools, and student-centered approaches—to create a learning environment where every child feels valued and capable. The given quote speaks to the heart of education—not just as the transmission of knowledge, but as the awakening of a student’s awareness of their own identity, potential, and place in the world. To bring a student to a sense of their own presence is to help them recognize their inherent value, their unique voice, and their ability to impact their surroundings with confidence and purpose. In special education, this idea holds even deeper meaning. Many students with disabilities face environments—both in and out of the classroom—that may unintentionally diminish their sense of presence. My mission as a special education teacher is to counter that by creating a space where every student is seen, heard, and empowered. I strive to help each student discover their capabilities rather than be defined by their limitations. Guiding my students to a sense of their own presence begins with personalized, strength-based instruction. I tailor strategies to their individual learning styles, interests, and goals. I focus on celebrating small victories, fostering independence, and teaching self-advocacy. Through creative problem-solving, compassionate support, and a commitment to equity, I work to ensure that each student not only learns, but also grows in confidence and self-awareness. Ultimately, my role is not to fill my students with facts, but to help them realize they are capable, worthy contributors—just as they are. Inspired by my niece, who was born with Down syndrome and continues to teach me the importance of persistence and joy, I’ve dedicated myself to this path. Whether in the classroom or beyond, I aim to help my students experience the power of their own presence and carry it with them for the rest of their lives. My long-term goal is to extend my impact beyond the classroom. I aspire to become either a professor in a special education program, where I can prepare future educators to meet the needs of diverse learners, or an educational diagnostician, where I can help identify and support students’ unique learning profiles through accurate assessments and tailored interventions. Either path reflects my dedication to lifelong learning and my desire to continue advocating for inclusive, equitable education at every level.