My journey in special education began unexpectedly. I was working for a well-known media company and was building a career I believed would be long-term. Then there was a corporate merger. Within a year of the merger, I was laid off. I faced an uncertain moment that forced me to pivot. I chose to see it as an opportunity to reassess my current direction. I took a career test that pointed me toward a job in education. I decided to take a position as a teacher’s assistant at a special needs school. I found work that challenged me and gave me a sense of purpose that I had not anticipated. I loved working with the students and felt deep joy when I watched them achieve academically and emotionally. In my position, I realized I had to be flexible and patient. What I appreciated while working is that positive results are not always visible. Sometimes you see that progress later. After six months of working with these students, I had a moment of clarity. I decided that I want to work in this field. At this point, I realized I needed to go back to school to earn a master’s in education. I decided I wanted to commit to teaching special needs kids, but going back to school at 36 felt scary. I know I couldn’t stop working, so I needed to continue, but what would it be like to care for my daughter, work, and balance my studies? Once I started this path, I knew I needed to fully focus on my new direction. This went on for a couple of weeks, but it subsided with my commitment to the work. To me, courage means starting again and being okay with it. I was a pretty good student, and I trust that many of those skills will snap back into place once I get started. This was an opportunity to reinvent myself and live a rewarding life that I never knew existed. Entering a graduate program will give me the opportunity to help students who struggle academically. If I want to help students with special needs, I must pursue NYS teacher certification. Working with my students showed me real perseverance. Some days they struggle, but they continue to show up in their own way. I want to show up that way for them. In learning this, I realized that I have a responsibility to become as skilled as possible, so I can learn all the strategies and techniques available. Returning to school is more than a step toward a new career; it is a commitment to growth, resilience, and meaningful work. I am choosing to move forward with determination, knowing that this path will allow me to serve students with compassion and skill while continuing to grow as both an educator and a person. The courage to begin again has strengthened my belief that I can build a future rooted in purpose and impact.

Danyelle Ballesteros Dballesteros890@gmail.com My journey within special education began unexpectedly. I was working for a well-known media company and was building a career I believed would be long-term. Then there was a corporate merger. Within a year of the merger, I was laid off. I faced an uncertain moment that forced me to reconsider my direction. Rather than view it as a negative, I chose it as an opportunity to revisit my direction. I took a career test that pointed me toward a career in education. I decided to take a job as a teacher’s assistant at a special needs school. After the first month, I found work that challenged me and gave me a sense of purpose that I had not anticipated. I loved working with the students and felt deep joy when I watched them achieve academically. In my position, I realized I had to be flexible and patient. What I appreciated while working is that positive results are not always visible. Sometimes you see that progress later. After six months of working with these students, I decided to commit to teaching. Moving into the next school year, I was called into the principal’s office. She told me she had been watching me and asked me if I wanted to fill a long-term substitute teaching position. I told her to give me a day or two, but ultimately, I wanted to give it a try. Currently, I am working with students ages 5-8. I found the students had a range of behavioral, developmental, and emotional issues. My experience as an assistant allowed me to set up the room, and my colleagues assisted me whenever needed. There was also a curriculum to guide me. Through patience, understanding, and flexibility, I eventually won the student’s trust. Utilizing art and technology, I have been able to meet each student’s needs. My current involvement gives me real-world experience of what life as a certified teacher will be like. When looking at the quote, “The purpose of teaching is to bring the students to their sense of their own presence.” To me, this quote means that all students, especially students with special needs, need to be seen. The students know in their hearts that they are present. They matter, and they can participate. We are currently learning about community helpers. Besides academics, the students need to understand the world around them. The students are more than mere diagnoses. Many who work with this population talk about them but rarely to them. The more students can advocate for themselves, the better. This is the time to develop their own voice, be in touch with their abilities, and emotions. I believe that teachers working with students with special needs must provide individualized support. It’s important to meet students where they are and develop consistent routines to take them where they need to go. It’s important to be predictable so the student knows what to expect when they walk into your classroom. Nonjudgmental support is also needed to create a calm atmosphere. When meeting the students for the first time, my responses are genuine and help me identify strengths and entry points. When I read the IEPs, I can differentiate without lowering expectations. Small wins are always celebrated. Open communication with parents is always needed to help the student grow. Most of the parents are cooperative and want the best for their children. I help students with their communication. I name feelings and encourage choice. Modeling the behavior I expect is a must. Those include patience and resilience. Guiding is my main principle, so that the students don’t feel they are being controlled with no choices. My fairy tale is The Adventures of La Nueva Profesora This story takes place near the forest. The New Young Professor was assigned to this school along with 4 others to use their strategies, techniques, and a little help from the magic wand. Their assignment is to help the Forrester School function. For the past 5 years, this school has slowly been decaying. When teachers try to teach or introduce lessons, their classes start yelling and blowing whistles to get them to stop talking. The teachers feel misunderstood, and the students do too. There are many languages spoken, which adds to the chaos. In addition, this is a K-8 school, so the challenges are enormous. The New Professor (La Nueva Profesora) gathers her group and proposes an idea to bring calm to the school. On the first day, they split K-3 and took them to the forest. It was a beautiful day, and with blankets, they held classes outside. They started with just talking to the students, having regular conversations without technology. The conversations gave clarity. The group, along with their teachers, did more listening and learned a great deal. Many students felt misunderstood and fearful. The new group demonstrated persistence and flexibility. The regular teachers understood and continued to teach in the forest. They learned to trust each other, find their voices, and gain confidence over time. They also learned to navigate with a compass and to enjoy the beauty of nature. The group continued the process throughout the school, and order was regained in the building. When they were ready to leave, the principal threw them a fabulous lunch. La Nueva Profesora thought to herself, This was a difficult but rewarding experience, and I didn’t have to use my magic wand! The forest represents redesigning schools, the compass represents finding our way together, and listening is the key to meaningful change. The change I will adopt is to listen more. It is needed. I am committed to obtaining my master’s degree in special education, leading to NYS Certification, so I can continue to serve students with diverse learning needs. My long-term vision is not to simply enter the profession, but to remain in it. This scholarship represents more than financial assistance; it also supports a future educator dedicated to classrooms where students can thrive. With continued training and experience, I intend to guide my students in discovering their presence and voice, remaining committed to this work for many years to come.