My name is Mx. Brittany Punches, and I have dedicated my career, and my heart, to advancing equity and inclusion for the special needs community. As an autistic, ADHD, nonbinary parent and educator, I draw from both lived experience and professional expertise to challenge barriers, empower self-advocacy, and create new pathways for those often left on the margins. Currently, I am a doctoral candidate in Curriculum and Instruction, focusing on adaptation and instructional differentiation for young children with developmental disabilities. My research explores how we can reimagine early childhood classrooms to truly serve neurodivergent learners, particularly in under-resourced urban and rural communities. Too often, families and educators are left without the tools or training to support children whose needs do not fit traditional molds. My goal is to change that by developing practical, inclusive strategies and sharing them widely—because every child deserves to be seen, heard, and valued. This commitment to impact extends beyond my research. I am honored to be a returning speaker at the upcoming Wisconsin Autism Society State Conference, where I will present “From Voice to Choice: Inclusive Strategies for Communication, Regulation, and Agency.” In this session, I will offer educators, therapists, and families immediate tools for supporting self-determination in autistic PreK–5 learners. By teaching visual supports, total communication approaches, and interest-based routines, I hope to show that inclusion is not only possible but essential—and that it benefits all children. My advocacy is both professional and personal. I am a single parent of a twice-exceptional child, and I have seen firsthand how systems built for “typical” learners can fail to recognize our children’s brilliance. I have worked as a social worker, shelter advocate, and community leader, always centering the voices and rights of people with disabilities. I serve on multiple local boards and collaborate with organizations dedicated to accessibility, trauma-informed practice, and disability justice. Looking ahead, my vision is to establish an inclusive learning center and to continue bridging research and practice. I want to produce accessible resources, develop teacher and family training, and build models of schooling that celebrate neurodiversity. I believe advocacy means not only speaking up but also dismantling barriers and co-creating new structures with those most affected. Society remains full of obstacles for individuals with special needs, but I believe change is possible when leaders emerge from within the community and refuse to accept the status quo. I am committed to being one of those leaders: shaping classrooms, communities, and systems so that every person, regardless of ability, identity, or circumstance, can thrive. Receiving the Kathleen Lehman Memorial Scholarship would help me continue this work, deepen my research, and expand my impact. Together, I hope we can create a world where every child and adult with special needs is empowered, supported, and celebrated.

The first time I watched a three-year-old autistic child communicate their needs using picture cards, I witnessed magic. After weeks of gentle guidance and patient support, this little one went from frustrated meltdowns to confidently pointing to "more" and "help"—transforming not just their own world, but their family's hope for the future. In that moment, I understood the profound truth that Sandy Jenkins lived by: early childhood education doesn't just teach children, it shapes the trajectory of entire lives. My passion for early childhood education is deeply personal. As someone who struggled to find my place in traditional educational settings, I know firsthand how critical those early years are in building a child's sense of belonging and capability. Every young learner deserves to see themselves reflected, valued, and celebrated in their classroom community. This belief drives my current doctoral research on inclusive practices for children with developmental disabilities, because I've seen how the right support at the right time can unlock a child's potential in ways that ripple through generations. Working with young children has taught me that they are naturally curious, resilient, and incredibly wise. They approach learning with wonder and authenticity that we, as educators, must protect and nurture. In my classroom, I've watched children who were initially nonverbal find their voices through total communication approaches. I've seen shy learners blossom when given choices and agency in their learning. These moments remind me why early childhood education is both an art and a science; it requires deep knowledge of child development, creativity in instruction, and an unwavering belief in every child's capacity to grow. The field also calls to me because of its emphasis on partnership and community. Young children don't exist in isolation; they thrive when families, educators, and communities work together. Through my work in various settings, from traditional classrooms to community advocacy, I've learned that effective early childhood education extends beyond academic skills. We're building emotional regulation, social connections, and the foundation for lifelong learning. We're also supporting families during some of their most vulnerable and important years. I think Sandy Jenkins understood that early childhood educators are difference-makers. Like her, I am driven by the knowledge that the relationships we build and the environments we create in those crucial early years can change everything for a child. Whether it's helping a child develop self-advocacy skills, supporting a family through challenging transitions, or designing inclusive curricula that honors diverse learning needs, early childhood education allows us to plant seeds that will bloom for decades. My passion grows stronger each day because I see the urgent need for skilled, compassionate early childhood professionals who understand that every child, regardless of their communication style, learning differences, or family circumstances, deserves exceptional education from the very beginning. Like Sandy Jenkins, I believe that when we invest in young children with expertise, heart, and determination, we're investing in a brighter future for all of us. This scholarship would help me continue building the knowledge and skills needed to honor that legacy—one child, one family, one breakthrough at a time.

The decision to dedicate my career to supporting individuals with intellectual and developmental disabilities did not come from a single moment. It grew gradually from lived experience, professional work, and the realization that many of our systems still struggle to understand and support neurodivergent minds. As an AudHd educator raising a twice-exceptional child, I have experienced disability from multiple perspectives. I have been the student who struggled to fit within rigid educational expectations, the teacher working to meet diverse needs in a classroom, and the parent advocating for my own child’s right to equitable support and opportunity. These experiences revealed both the extraordinary potential of neurodivergent learners and the persistent barriers faced. My professional path began in special education, where I worked closely with children whose strengths were often overshadowed by labels or misunderstood behaviors. I quickly saw that the greatest barriers these students faced were not their disabilities, but the environments and systems that failed to adapt to them. Too often, students with intellectual or developmental disabilities are asked to conform to structures that were never designed with them in mind. These experiences inspired me to deepen my knowledge and expand my ability to advocate for change. I pursued a Master’s degree in Social Work to better understand the social, emotional, and systemic factors that influence the lives of individuals with disabilities and their families. Through that work, I became involved in broader community advocacy efforts, including helping establish a local warming shelter that serves individuals experiencing homelessness. That experience reinforced an important lesson: meaningful change happens when research, compassion, and community action work together. Today, I am pursuing a Doctorate in Curriculum and Instruction with a focus on Early Childhood Education. My research centers on instructional adaptation and differentiation for young children with developmental disabilities in both urban and rural communities. I am particularly interested in how early educational environments can support communication, emotional regulation, and self-determination for neurodivergent learners. My work is shaped deeply by my role as a parent. Raising a twice-exceptional child has shown me how powerful the right supports can be and how damaging it can be when those supports are missing. It has also strengthened my commitment to ensuring that families feel informed, empowered, and included in educational decision-making processes. Because of this perspective, I focus not only on classroom practice but also on collaboration with families and communities. I have presented at the Wisconsin Autism Conference on strengthening Individualized Education Program (IEP) and transition planning, helping families better understand their rights and opportunities within educational systems. I will soon present additional work on inclusive communication and regulation strategies for educators and caregivers. Sharing knowledge with both professionals and families is essential to creating environments where neurodivergent individuals can thrive. Ultimately, my goal is to help build educational systems that recognize neurodivergence not as a deficit to be corrected but as a form of human diversity that deserves thoughtful support and respect. I hope to contribute through research, curriculum design, and community partnerships that expand access to inclusive, strengths-based learning environments. One of my long-term goals is to establish a learning center that integrates inclusive education, family support, and community resources. Such a space would allow educators, therapists, and families to collaborate in ways that truly center the needs and strengths of neurodivergent learners. The intellectually and developmentally disabled community continues to face stigma, misunderstanding, and systemic barriers. My career is dedicated to changing that reality. Through research, advocacy, and education, I hope to contribute to a future where every learner is supported in developing their voice, their autonomy, and their full potential.

Some dreams refuse to shrink, even when life becomes complicated. Mine began in childhood, moving between respite homes and clinging to books as lifelines. In those dreams, I imagined schools where every child, including one like me, belonged. That vision never left me. Instead, it grew into a purpose. I began my career as a special education teacher, working with children whose strengths and needs were often misunderstood or overlooked. As an autistic, ADHD (an audhd) mom raising a twice-exceptional child, I experienced the gaps in our systems from every perspective, first as a student, then as an educator, and most deeply as a parent. I saw how often schools struggled to recognize neurodivergent ways of learning and communicating. Those experiences shaped my determination to build something better. Returning to school was not a single leap but a series of difficult, deliberate steps. As a single mother and survivor of domestic violence, I balanced raising my child, working overnight shifts supporting survivors, and contributing to community organizations. During this time, I pursued a Master’s in Social Work to deepen my understanding of trauma, equity, and the social forces that influence social and educational outcomes. My graduate work extended well beyond the classroom. I helped establish our local warming shelter to support individuals experiencing homelessness. Through that effort, I saw firsthand what becomes possible when research, advocacy, and community action align. The experience reinforced a realization that had been growing for years. If I wanted to create lasting change for children and families, I needed the knowledge and leadership skills to influence systems, not just navigate them. That realization led me back to school again, this time to pursue a Doctorate in Curriculum and Instruction with a focus on Early Childhood Education. My doctoral research focuses on instructional adaptation and differentiation for young children with developmental disabilities in both urban and rural Wisconsin. Each day, I see how much more our schools can do to empower neurodivergent children to communicate, regulate, and advocate for themselves. My goal is to translate research into practical strategies that help educators create inclusive classrooms where all students can thrive. I have also begun sharing this work with broader audiences. I recently presented at the Wisconsin Autism Conference on empowering families through stronger, student-led IEP and transition planning, and I will soon present again on inclusive communication and regulation strategies for educators and caregivers. These opportunities remind me that meaningful change grows through collaboration and shared knowledge. What gives me the courage to continue is the understanding that my story is not unique. Many children still struggle to find a sense of belonging in systems that were not designed with them in mind. My experiences as a neurodivergent student, teacher, social worker, and parent give me both urgency and perspective. Education has given me the tools to transform those experiences into action. My long-term goal is to establish a shareable plan and learning center rooted in strengths-based, inclusive education, a place where children and families experience the belonging that once felt out of reach for me. It will be a community where differences are recognized as strengths and where educators are equipped to support every learner. Returning to school later in life requires resilience, sacrifice, and faith in a future that does not yet exist. Like Susie Green, I chose to pursue that future anyway. I returned to school because my dream had grown larger than what I could accomplish alone, and because every child deserves to learn in a place where they are seen, supported, and celebrated.