My passion for becoming a special education teacher stems from a lifetime of personal experiences, family influence, and a deep-seated belief in the potential of every student. From a young age, I was surrounded by role models who showed me what it meant to dedicate your life to helping others learn and grow. My grandmother, a devoted paraprofessional, and my aunt, an inspiring music educator, taught me early on that education is not just about academics; it's about empowering students to believe in themselves and their abilities, no matter the obstacles they face. My grandmother worked with students who needed additional support, and I often watched the patience and pride she poured into her work. Her efforts to lift every student, no matter their challenges, left a lasting impression on me. Likewise, my aunt brought creativity and passion into her music classroom, helping students find their voices through art and expression. Their examples showed me that real teaching happens when students are seen, heard, and valued. Beyond my family influences, my personal journey through school ignited my passion for special education. Although I loved learning and enjoyed school, I also faced significant struggles. Sometimes, I felt unseen, misunderstood, or left behind in a system that didn't always prioritize individuality or emotional well-being. These challenges taught me the importance of empathy, understanding, and the need for environments where all students, especially those with differences, are given the tools and support they need to thrive. A critical part of my story is my autism diagnosis, along with other diagnoses I have received over time. While these diagnoses have introduced unique challenges, they have never limited my ambition or dreams. Instead, they have strengthened my resilience and deepened my connection to students who may also feel different or marginalized. I know what it feels like to be in a classroom that isn't built for you, and that understanding drives my passion for creating supportive, inclusive spaces where every learner is celebrated. I am deeply committed to building classrooms where mistakes are opportunities, where creativity is encouraged, and where risk-taking is safe. I want to foster an environment where students with special needs not only meet high standards but are also recognized for their unique talents and strengths. I plan to work closely with each student, building strong relationships and adapting instruction to meet diverse learning needs. Additionally, I am pursuing my interest in learning American Sign Language (ASL), which will allow me to communicate more effectively with a broader range of students, including those who are deaf or hard of hearing. Incorporating ASL into my practice will help create a truly inclusive classroom where communication barriers are reduced, and every student feels heard and valued. This effort reflects my broader commitment to lifelong learning and my belief that good teaching means continually growing and adapting to better meet students' needs. Drawing on the lessons I learned from my grandmother and aunt, I aim to be a patient, persistent advocate for students who might otherwise fall through the cracks. Like my aunt, I plan to infuse joy, creativity, and expression into every lesson, showing students that learning can be a source of empowerment and discovery. Ultimately, I am passionate about the special education profession because I want to be the teacher who changes lives by seeing students for who they truly are—not just their challenges, but their boundless possibilities. I hope to turn my love for learning, my past struggles, my autism journey, and my family's educational legacy into a beacon of encouragement and strength for every student I meet. My goal is simple: to make sure every student feels seen, capable, and deeply valued. Special education is more than a career path for me; it is a calling. It is the culmination of my life experiences, my challenges, my triumphs, and my dreams. As I step into the classroom, I do so with a full heart and a clear vision: to create a more compassionate, inclusive world, one student at a time.

From a very young age, I knew that education would be a central part of my life. Growing up, I was blessed to have strong role models in my family who lived and breathed education. My grandmother, a dedicated paraprofessional, and my aunt, a passionate music educator, were among the first people to show me the power of teaching. Watching them dedicate themselves to their students and make learning a joyful, empowering experience planted the first seeds of inspiration in me. Their classrooms and music rooms were more than just places to memorize facts or play notes; they were spaces where students were seen, valued, and encouraged to dream beyond the limitations they sometimes faced elsewhere. My grandmother worked closely with students who needed extra support, and I often saw the pride and patience she poured into her work. She taught me that every student, no matter their background or challenges, deserved a champion who believed in them. My aunt, on the other hand, filled her classroom with music and joy, helping students express themselves through creativity. Her passion for education went beyond teaching notes and rhythms; she showed her students how to find their own voice. Observing their commitment made me realize that teaching is not just about content; it's about connection, encouragement, and believing in potential that hasn't yet fully bloomed. Alongside their influence, my own personal journey through school shaped my desire to become a teacher. Although I always loved learning and genuinely enjoyed school, it wasn't always an easy journey. There were times when I felt unseen or misunderstood, struggling to navigate a system that sometimes prioritized test scores over student well-being. These experiences were tough, but they also taught me valuable lessons about empathy and perseverance. They made me realize how vital it is for students to have teachers who see them as whole people, not just as numbers or achievements. Another important part of my story is my autism diagnosis, along with other diagnoses I have received throughout my life. While these diagnoses have presented challenges, they have never defined me or limited my ambitions. Instead, they have strengthened my resilience and deepened my understanding of the diverse needs that students bring to the classroom. I know firsthand what it feels like to be different in a system that isn't always built for everyone, and I use that knowledge to fuel my passion for creating an inclusive, supportive learning environment where all students can thrive. Because of these experiences, I am deeply committed to creating a classroom environment where students feel truly valued and supported. I plan to foster a space where mistakes are seen as learning opportunities, where creativity is celebrated, and where students are encouraged to take risks without fear of judgment. I want my students to love coming to school because they know it is a safe place where their voices matter. I aim to build strong relationships with each student, understanding their individual needs, strengths, and dreams. In addition to my passion for education, I am currently pursuing my interest in learning American Sign Language (ASL). I believe that learning ASL will allow me to communicate more effectively with a broader range of students, including those who are deaf or hard of hearing. Incorporating ASL into my classroom will help create an even more inclusive environment where every student feels heard, seen, and supported. It also reflects my larger commitment to lifelong learning and adapting to meet the diverse needs of all learners. I also plan to draw heavily on the lessons I learned from my grandmother and aunt. Like my grandmother, I want to advocate for students who might otherwise fall through the cracks. I want to be patient, persistent, and unwavering in my belief that every student can succeed. Like my aunt, I hope to infuse creativity and joy into learning, helping students find and express their passions. Whether it is through art, music, writing, critical thinking, or language, I want my classroom to be a place where students discover not only academic skills but also personal strengths they can carry with them beyond the classroom walls. In the end, my goal is to be the teacher who changes lives, just as my grandmother and aunt changed the lives of so many before me. I hope to turn my love for learning, my past struggles, my autism journey, and my family's educational legacy into a beacon of support and inspiration for my students. I want them to know that they are seen, they are capable, and they are loved. If I can help even one student believe in their own potential and face the world with confidence, I will consider my work a success. Education is more than a career for me; it is a calling rooted in family, personal experience, and a deep desire to make a difference. As I step into the classroom, I do so with a heart full of hope and a vision of a better, more compassionate educational experience for every student I have the privilege to teach.