Every child deserves to feel seen, heard, and valued—especially those with disabilities that make it harder for the world to understand them. As a special education teacher working with kindergarten through third-grade students, I have the privilege of supporting children with autism and behavior disorders. I know firsthand how powerful it is when a child experiences big or small success. If I were to work with a child who has a rare disorder like Rebecca, I would approach their education with patience, creativity, and a continuous belief in their abilities. The most important step in working with a child with a rare disorder is recognizing that they are more than a diagnosis. Their personality, interests, and strengths should be at the center of their learning experience. Just as Rebecca’s educators took the time to understand what made her smile, laugh, and connect, I would focus on forming a meaningful relationship with the child and their family. If verbal communication were difficult, I would introduce alternative communication tools such as picture exchange systems, speech-generating devices, or sign language. Finding a way to give them a voice is essential because every child deserves to be heard. Teaching students with disabilities requires thinking outside the box. I would use a multi-sensory approach, incorporating movement, music, visuals, and hands-on activities to make learning engaging and accessible. Since traditional methods may not always work, I would be flexible and creative in adapting my strategies. Structured routines with visual supports would provide predictability, while strengths-based learning would build confidence. Collaboration with occupational therapists, speech therapists, and physical therapists would ensure a well-rounded approach, helping the child grow academically, socially, and emotionally. Beyond academics, it’s essential to recognize that behavior is communication. If a child struggles with expressing themselves, I wouldn’t focus on just managing behaviors—I would work to understand them. What are they trying to tell me? How can I support them in expressing their needs? By implementing individualized behavior plans that prioritize positive reinforcement, self-regulation strategies, and emotional support, I would help the child feel safe, respected, and capable. A child’s progress doesn’t happen in isolation—family plays a vital role in their education. Parents and caregivers have a deep understanding of their child’s needs, and their involvement can make all the difference. I strive to build strong partnerships with families by maintaining open communication, providing resources, and creating opportunities for collaboration. When educators and families work together, we create an environment where children can thrive. Rebecca’s story is a testament to the power of connection, dedication, and the belief that every child can succeed when given the right support. I am passionate about being the kind of educator who sees potential in every student, no matter their challenges. This scholarship would allow me to continue making a difference—helping children overcome barriers, celebrate their victories, and, most importantly, know that they are capable, loved, and limitless.

Growing up, I witnessed my parents work tirelessly to provide for our family. Neither of them had the opportunity to earn a four-year college degree, yet they built a stable life for us through resilience and determination. They taught me the value of hard work, perseverance, and the importance of giving your best, no matter the circumstances. I look up to them every day, and their sacrifices inspire me to pursue higher education—not only to honor their efforts but also to create opportunities for myself and those I serve. My decision to continue my education is deeply tied to my work as an educator for students in behavior special education. Every day, I work with students who face significant challenges in managing their emotions and behaviors. Despite these struggles, they show incredible resilience, and their small victories are a constant reminder of the importance of patience, empathy, and support. I want to further my education to gain the knowledge and tools I need to better serve these students. Their progress drives me to improve myself so I can help them reach their full potential. Preparing for college as a first-generation student hasn’t been an easy road. Without a clear roadmap, I had to navigate the complexities of college admissions, financial aid, and academic preparation on my own. I sought out mentors and leaned on teachers and colleagues who guided me through the process. I also pushed myself academically by taking challenging courses and learning to balance school, work, and personal responsibilities. My experience as an educator has also prepared me by teaching me the value of perseverance and adaptability—skills I know will serve me well in higher education. As I take this step, I’m motivated by the impact higher education will have not only on my life but also on my students and my community. Pursuing a degree is about more than personal growth; it’s about giving back. I want my students to see that challenges can be overcome and dreams are within reach with hard work and determination. I have chosen to pursue higher education because it is a path to personal growth, professional success, and a brighter future for my family and community. Despite the challenges, I have prepared myself academically, emotionally, and socially to embrace college life and all the opportunities it offers. I am proud to be a first-generation student, and I am ready to turn my dreams into reality—not just for myself but for those who will follow in my footsteps.

There’s something magical about looking up at the stars and realizing how much is out there—things we don’t understand, things we haven’t even discovered yet. The universe is massive, mysterious, and beautiful, and it feels like it’s calling us to explore it. For me, trying to better understand the universe isn’t just about solving big scientific puzzles. It’s about curiosity, inspiration, and what it means to be human. When we study the universe, we’re trying to answer the big questions: Where do we come from? Why are we here? What’s out there beyond our planet? These questions might not have easy answers—or any answers at all—but just asking them helps us grow. Every discovery we make adds a little more to our understanding of who we are and our place in the cosmos. But it’s not just about the big, existential stuff. Understanding the universe actually helps us right here on Earth, too. So much of the technology we use every day started because we wanted to study space. GPS, weather satellites, and even some medical technologies have roots in space exploration. Every time we push the limits of what we can do to learn more about the universe, we end up improving life here on Earth in unexpected ways. To really make progress in understanding the universe, I think we need to bring together ideas and skills from lots of different areas. It’s not just about physics or astronomy; it’s about combining knowledge from math, biology, engineering, and even philosophy. For example, finding out if there’s life on other planets doesn’t just take a great telescope—it also takes people who understand chemistry and biology to figure out what we’re looking for. When different fields work together, we can tackle big questions in ways we never could alone. Another big part of exploring the universe is technology. We’ve made some incredible tools, like telescopes that let us see galaxies billions of years away or rovers that explore planets for us. But we can’t stop there. To keep learning, we need to keep creating even better tools—things that can go farther, see more, and measure things more accurately. Investing in that kind of innovation is how we keep pushing the boundaries of what’s possible. For me, another huge part of this is making sure everyone has access to these big ideas. The universe doesn’t just belong to scientists or people working in labs—it belongs to all of us. That’s why I think it’s so important to make science and space exploration interesting and accessible to everyone, especially kids. When we help people connect with the wonder of the universe, we inspire a whole new generation to dream big and ask questions that haven’t been asked before. At the same time, I think it’s important to stay humble. The universe is huge, and there’s so much we don’t know. Every time we discover something, it opens up even more questions. It’s kind of humbling to think about how small we are in the grand scheme of things, but that’s what makes learning about the universe so exciting. It’s like peeling back layers of a giant mystery, one piece at a time. More than anything, I think we need to hold onto a sense of wonder. It’s easy to get caught up in the technical side of things or the big numbers that come with space, but at the heart of it all is a simple love for discovery. Looking up at the stars or thinking about what might be on other planets fills us with awe. That sense of wonder is what keeps us asking questions and looking for answers. In the end, understanding the universe is important because it’s part of what makes us human. We’re natural explorers, always looking for meaning and connection. The more we learn, the more we realize how much there is left to discover, and that’s what keeps us going. Whether it’s through teamwork, new tools, or just staying curious, I think we’re going to keep uncovering incredible things about the universe. And honestly, that’s one of the most exciting things I can imagine.

Professor Harold Bloom stated, "The purpose of teaching is to bring the student to his or her sense of his or her own presence." This incredibly profound statement suggests that teaching transcends the delivery of knowledge or skills. Instead, it is about helping students recognize their intrinsic value, agency, and individuality. Bloom’s perspective implies that education is a transformative process, one where students come to understand their own potential, voice, and identity. For special education students, this idea holds particular significance. Many of these children face barriers—emotional, behavioral, or developmental—that can make it difficult for them to see their strengths and sense of self-worth. To guide them to a "sense of their own presence" means creating a space where they can feel seen, heard, and valued for who they are. It means helping them recognize that their contributions matter and that they possess unique qualities and capabilities that enrich the world around them. As a special education teacher, I have made it my mission to embody this philosophy in my classroom. For me, teaching is not simply about academics or behavior management—it is about empowering students to know and embrace themselves fully, regardless of the challenges they face. My Mission in Accomplishing This Task My passion for special education stems from a deeply personal journey shaped by life experiences and professional growth. After my mother passed away in 2021, I faced immense grief and anxiety. During that challenging time, I found solace and purpose in working with students who also struggled to navigate their emotions and challenges. Through this work, I realized how profoundly impactful it can be to help children see their own potential, especially when the world around them often highlights their limitations instead. My mission as a special education teacher is to create an environment where every child feels capable, respected, and valued. To achieve this, I focus on the following core principles: INDIVIDUALIZED SUPPORT AND CONNECTION: Each student’s needs, strengths, and aspirations are unique. My goal is to meet every child where they are, understanding their specific challenges and tailoring strategies to help them succeed. This includes building meaningful relationships, as trust is the foundation of any effective teaching practice. FOSTERING EMOTIONAL AWARENESS AND REGULATION: Many of my students struggle with recognizing and processing their emotions. Using social-emotional learning tools, such as Julia Cook’s curriculum and the "A Little Spot of Feelings and Emotions" resources, I teach self-awareness and self-management. Helping students identify their emotions and learn coping strategies is critical to their growth. EMPOWERING STUDENTS THROUGH LEADERSHIP AND OWNERSHIP: Guiding students to their "sense of presence" also means giving them opportunities to lead, make decisions, and take ownership of their learning. I integrate activities like "Work It Out Wednesdays," where students collaboratively solve problems and practice relationship-building skills. CELEBRATING STRENGTHS AND SUCCESSES: Acknowledging achievements—both big and small—helps students see their value. Whether it’s mastering a new skill or showing kindness to a peer, I make it a point to celebrate progress in ways that boost their confidence and self-esteem. ENCOURAGING GROWTH MINDSETS: I emphasize that challenges are opportunities for growth. By modeling resilience and teaching students to reframe setbacks as learning experiences, I help them build the confidence to persevere. INCORPORATING FAMILIES AND PARAEDUCATORS: Collaboration is key in special education. By working closely with families and training paraeducators effectively, I ensure that students receive consistent support across all environments. A FAIRY TALE: Caitlyn, the Presence Weaver Once upon a time, in a bustling little village called Pella, there lived a compassionate heroine named Caitlyn. Caitlyn was no ordinary villager; she was a Presence Weaver, a magical teacher who helped children discover the spark within themselves. Her mission was clear: to guide each child in the village to find their unique presence and shine brightly, no matter how cloudy the skies of life became. One day, Caitlyn received a summons from the Council of Growth, a group of wise elders who watched over the village’s children. They spoke of a group of children—each with their own challenges—who had lost sight of their inner light. These children faced storms of doubt, frustration, and fear that kept them from seeing their own worth. Determined to help, Caitlyn gathered her magical tools: the Mirror of Strength, which reflected a person’s true potential; the Thread of Connection, which wove relationships of trust and support; and the Compass of Courage, which pointed toward growth and resilience. The first child she met was Lily, a girl who often ran away from her schoolwork, frustrated by the letters that jumbled in her mind. Caitlyn knelt beside Lily and held up the Mirror of Strength. In its reflection, Lily saw the kindness she shared with her classmates and the creativity she showed in her artwork. “You are more than your struggles,” Caitlyn told her. “Let’s find ways to make those letters feel less scary.” Together, they used colorful games and tools to help Lily feel confident in learning again. Next, Caitlyn met Max, a boy whose emotions raged like thunderstorms, often disrupting his day. She wove the Thread of Connection between them, sitting with him in quiet moments and teaching him how to breathe through his storms. Slowly, Max began to trust himself to calm the thunder and saw the power he had to control his reactions. Finally, Caitlyn worked with Emma, a shy girl who spoke so softly that her voice was often lost. Caitlyn handed Emma the Compass of Courage, encouraging her to lead a small group activity. With support and patience, Emma found her voice and learned that her ideas were worth sharing. As time passed, the children’s inner lights grew brighter. They began to see themselves not as children defined by challenges but as unique individuals capable of growth and greatness. The village celebrated Caitlyn’s work, not because she had solved their problems but because she had given them the tools to discover their own strengths and resilience. And so, Caitlyn continued her journey, weaving presence and purpose into the lives of every child she met. Her magic was not in fixing what was broken but in showing others that they had the power to shine all along. Conclusion My passion for special education stems from a deep commitment to helping students recognize their worth, potential, and presence. Professor Bloom’s words remind me that teaching is about transformation—helping students see themselves as capable, valued, and unique. Through individualized support, emotional guidance, and fostering confidence, I strive to bring this philosophy to life in my classroom. By pursuing my mission, I hope to ensure that every child I work with feels seen, heard, and empowered to embrace their own light.

Anxiety has profoundly impacted my life, especially since my mom passed away in 2021. Losing her was one of the hardest experiences I’ve ever faced, and it brought with it a wave of overwhelming anxiety. The grief was consuming, and I struggled to navigate daily life without her support. My thoughts were constantly racing, filled with self-doubt and fear of the unknown. Anxiety affected my confidence and my ability to find joy in the things I once loved. It became a challenge to envision a future without the steady presence of someone who had always been my biggest cheerleader. Through his difficult time, I found a source of hope and healing: the students I work with every day. These children, many of whom face their own anxieties and challenges, became a light in my life. Walking into the classroom and seeing their courage inspired me to keep going. Their willingness to work through their emotions motivated me to confront my own struggles. It was through supporting them that I began to find a path toward healing and purpose. I learned that anxiety, while difficult, does not have to define a person. Working with students who struggle with their emotions has shown me the importance of having tools and strategies to cope. Whether I’m teaching mindfulness exercises, helping students recognize their feelings, or simply being a calming presence, I see how small actions can make a big difference. These moments remind me that the work I do matters—not just for them but for me as well. This connection between my personal growth and my work with students has inspired me to pursue a graduates degree. For me, earning this degree is about more than professional advancement—it’s about continuing to grow personally and ensuring I have the skills to best support my students. While my experiences have taught me a great deal, I know that formal education will provide me with a deeper understanding of evidence-based practices and the tools to help children succeed. A graduates degree also represents a way to honor my mom’s memory. She always believed in me and encouraged me to dream big, even when I doubted myself. Although she is no longer here to see this journey, I carry her lessons with me every day. Completing my degree feels like a way to keep her legacy alive and to show her, even now, that her faith in me was well-placed. It’s a reminder of the strength she instilled in me and my commitment to living a life of purpose and resilience. Pursuing education is about growth, not just for myself but also for the students I serve. It’s about showing them that obstacles can be overcome and that determination can lead to incredible accomplishments. I want my students to see that, even when life feels difficult, it’s possible to rise above challenges and achieve great things. Ultimately, pursuing this degree is about making a meaningful difference. It’s about ensuring I am fully equipped to meet the needs of my students, to guide them, and to help them thrive. My journey with anxiety has taught me empathy, resilience, and perseverance. These lessons are at the heart of everything I do, and they drive my passion for helping others. By earning this degree, I hope to turn my challenges into a source of strength for others. I want to prove that anxiety and hardship don’t have to define a person—they can be stepping stones to growth. This journey is about more than education; it’s about transforming lives, including my own.