As we sip our coffee, I’d share how I plan to use cybersecurity knowledge to protect and empower my community. Many people, especially in underserved areas, fall victim to scams, identity theft, and data breaches due to a lack of awareness. I aim to host free workshops at community centers and schools to teach digital safety, privacy basics, and how to recognize online threats. By educating others, I hope to build a network of informed, confident digital citizens who can protect themselves and others. Cybersecurity is more than technology—it’s about creating a safer future for everyone, starting right at home.

Scholarship Essay: Healing Through Purpose Growing up, I witnessed the painful impact of domestic violence and substance abuse in my home. It created an environment of fear, confusion, and silence. As a child, I often felt like I had to grow up too fast, learning how to survive instead of just being a kid. Those experiences left scars, but they also gave me a sense of purpose. As I got older, I realized that what I went through wasn’t just my story—it’s the story of many African American women who are still suffering in silence. Cultural pressures often tell us to be strong, to keep family struggles private, and to push through. But that silence can be dangerous. It stops us from healing. It stops us from seeking help. That’s why I’m speaking up and dedicating my life to changing the outcomes for women like me. I’m currently studying to become a special education teacher, and I plan to use my career not only to educate children with disabilities but also to support families affected by trauma. In many cases, children struggling in school are coming from homes where domestic violence or addiction is present. These students need trauma-informed care, and their families need support that is culturally sensitive and built on trust. My goal is to be a bridge between families, schools, and services. I want to help improve communication and coordination so that no woman or child falls through the cracks. Eventually, I also plan to pursue a degree in counseling or social work, so I can provide direct mental health support to African American women impacted by violence and addiction. One of my biggest dreams is to open a community healing center just for Black women and their children—a space where they can receive therapy, childcare, and life support without fear or shame. I want to create a space that sees us, hears us, and helps us heal on our own terms. This scholarship would help me continue my education and work toward building real, lasting change in my community. I want to take everything I’ve been through and use it as a tool for healing and hope. I believe my story—and my future—can help break cycles and bring light to others who feel trapped in darkness. Thank you for considering me. I’m not just seeking a degree—I’m seeking a mission to make sure no woman feels alone in her struggle again.

Scholarship Essay: My Mission as a Special Education Teacher Growing up, I’ve always had a heart for helping others, especially those who needed a little more time, attention, and love to shine. That’s what led me to want to become a special education teacher. To me, this profession isn’t just a job—it’s a calling. Every child deserves a chance to grow, feel seen, and feel proud of who they are. I believe I can help students with special needs find that sense of pride and presence in their own way, at their own pace. Professor Harold Bloom once said, “The purpose of teaching is to bring the student to his or her sense of his or her own presence.” When I first read this, I had to take a second to really let it sink in. What I took from it is this: the true goal of teaching isn’t just about giving students facts or lessons. It’s about helping them discover their own voice, their own purpose, their own power. It’s about helping them realize that they matter, and that their presence in this world is meaningful. As someone going into special education, this quote hits me deeply. Many students with disabilities are often misunderstood, overlooked, or underestimated. But I believe that with patience, compassion, and the right tools, these same students can experience the joy of realizing they are smart, they are capable, and they have a place in this world just like anyone else. How I Interpret “A Sense of Presence” When Professor Bloom talks about a student’s “sense of presence,” I think he means helping students feel aware and proud of who they are. It’s like helping them see themselves not through what the world says they can or can’t do, but through the strength and beauty that’s already inside them. It’s teaching them that their ideas, their feelings, and their dreams are valid and important. For students with special needs, finding that presence may take a little longer, but it’s possible. And when they do find it, it’s the most beautiful and powerful thing to witness. My Mission as a Future Special Education Teacher My mission is simple but strong: I want to help every student I teach see themselves as someone who belongs, who can succeed, and who has something special to offer the world. To do this, I will create a classroom environment that is safe, warm, and full of patience. I will celebrate small victories just as much as big ones. If a student speaks for the first time in weeks, we’ll celebrate. If a student finally finishes an assignment independently, I’ll be their biggest cheerleader. I will make sure my students know they are more than their struggles. They are full of potential. I also believe in meeting students where they are. Not all students learn the same, and that’s okay. Some need more visuals, some need more movement, some need more breaks. As a teacher, I will be flexible. I will adapt my teaching to fit the student, not the other way around. Another part of my mission is building strong relationships with families. I know that when a child has a strong support system at school and at home, they’re more likely to grow in confidence and skills. I want parents to feel like I’m on their team. I’ll communicate regularly, share progress, and ask for input. After all, they know their child best. Lastly, I want to teach my students to be proud of who they are. I want them to walk into my classroom and feel like it’s a place where they can be themselves. Whether they communicate through words, signs, a device, or body language, I will listen. I will pay attention. Because their presence matters, and I see them. Why I Chose This Path I chose this field because I’ve seen firsthand how life-changing a good teacher can be. I’ve worked with kids in different settings—from babysitting to daycare to classroom volunteering—and I’ve seen the sparkle in a child’s eyes when they finally “get” something. That moment is powerful. And when that child has a disability, that moment is even more special. I want to be the teacher who never gives up on a student. I want to be the one who says, “You can do this,” even when others have said they can’t. Special education takes heart. It takes patience. But most of all, it takes believing in your students, even when things get tough. I know I have what it takes because this isn’t just a career choice for me—it’s who I am. I care deeply. I’m willing to work hard. I know it won’t always be easy, but I also know it will be worth it. How I Will Make a Difference In my classroom, students will feel safe to make mistakes. They’ll know that it’s okay to not be perfect. Learning is a journey, and I’ll walk beside them every step of the way. I’ll use visuals, hands-on activities, and real-life examples to help them understand new concepts. I’ll adjust my teaching styles to fit their needs and remind them daily that they’re doing a great job just by showing up and trying. I also want to help my students learn social and emotional skills. Many students with disabilities struggle in these areas, but with the right support, they can grow in confidence and learn how to express themselves. I’ll use story time, play, role-playing, and positive reinforcement to teach kindness, respect, and self-regulation. And just as importantly, I’ll be an advocate. I’ll stand up for my students when they can’t speak for themselves. I’ll push for resources, IEP goals, and support services that truly help them thrive. I’ll make sure their voices are heard—because their voices matter. A Fairy Tale: The Teacher of the Golden Heart Once upon a time, in a kingdom where not all children were treated the same, there was a young girl named Dexaiya who dreamed of becoming a teacher. She didn’t want to be just any teacher. She wanted to teach children who the kingdom often forgot—children who didn’t speak like the others, who learned a little differently, or who moved through the world in quiet, beautiful ways. Many people told Dexaiya it would be too hard, that those children were “too much,” but she didn’t listen. She knew in her heart that every child deserved a chance to grow and shine. So she packed her bag, filled with crayons, picture books, soft pillows, sensory tools, and the biggest thing of all—her golden heart. She traveled across the land, looking for children who had been left out, laughed at, or told they couldn’t learn. She built a cozy classroom where everyone was welcome. Some children used wheelchairs, some used sign language, some barely spoke, and some made noise all day long. But in her classroom, they all felt safe. They all felt loved. One day, a small boy named Leo entered her classroom. He hadn’t spoken in months. People said he would never talk again. But Dexaiya didn’t give up. She read to him every day, played music, smiled, and waited. Weeks passed, then months. One quiet afternoon, while they were drawing under a blanket fort, Leo looked up and said, “Blue.” It was the color of his crayon. Tears filled Dexaiya’s eyes. She smiled and said, “Yes, Leo. That’s blue. And I hear you.” News of Dexaiya’s magical classroom spread through the kingdom. More children came, more parents smiled, and the world began to change. People started to see the beauty in children they once ignored. And the girl with the golden heart? She kept teaching, one day at a time, helping each child find their voice and their presence. Because that was her mission. That was her purpose. And she lived happily ever after—not because life was perfect, but because she knew she was making a difference. In Conclusion Becoming a special education teacher is my dream, but it’s more than that. It’s my purpose. I want to be the teacher who helps students feel strong, proud, and capable. I want to help them find their “sense of presence,” just like Professor Bloom said, and I want to show them that who they are is more than enough. This scholarship would help me continue my education and reach more students who need someone to believe in them. Thank you for considering me. I’m ready to give my heart, my time, and my energy to this work—because I know it’s what I was meant to do.

Working with a child who has a rare disorder requires more than just knowledge—it requires compassion, flexibility, and a willingness to truly understand the child as a whole person. As a future special education teacher, I believe that every child, regardless of their diagnosis, deserves access to education that meets their unique needs. When working with a child who has a rare disorder, my first step would be to learn everything I can about how their condition affects their learning, behavior, and daily functioning. Rare disorders can involve complex challenges—physical, emotional, or cognitive—and no two children are the same, even with the same diagnosis. That’s why collaboration is key. I would work closely with therapists, school staff, and medical professionals to understand the child’s needs from all angles. From there, I would develop an individualized education plan (IEP) that outlines specific goals and supports tailored to the child’s strengths and challenges. My teaching methods would be creative and flexible. If the child has limited verbal communication, I might use augmentative and alternative communication (AAC) devices or picture boards to help them express themselves. If they have trouble staying regulated, I would incorporate sensory tools, breaks, and calming techniques into the daily routine. I’d use visual schedules, hands-on activities, and real-life examples to help make learning more engaging and meaningful. One of the most important things I’ve learned through my experience volunteering in special education classrooms is that connection comes before instruction. For a child with a rare disorder to thrive, they need to feel safe, understood, and supported. I would build trust by learning their interests, paying attention to their nonverbal cues, and celebrating every achievement—no matter how small. Progress may look different, but it is still progress. Family plays a critical role in a child’s development, especially when that child has a disability. Parents and caregivers are the experts on their child, and their input is vital in creating effective plans and strategies. I believe in building strong relationships with families through open communication, regular updates, and collaboration in decision-making. When families feel included and supported, children benefit emotionally and academically. I also believe in empowering families by sharing tools and strategies they can use at home to reinforce learning and emotional growth. When educators and families work as a team, children feel consistent support in all parts of their lives, leading to greater success. In every classroom, but especially in special education, love, patience, and teamwork make all the difference. My goal is to bring all three to every child I work with—especially those who need it most.

Growing up, I never imagined that I would find my purpose through education—especially not through cheerleading. But sometimes, the things you join just to stay busy or push yourself end up leading you to exactly where you’re meant to be. For me, that happened in high school, when my cheer coach encouraged me to step out of my comfort zone and volunteer in special education classrooms. That one decision changed everything. I still remember the day I met Malik, a second-grade student with autism who struggled with social interaction and emotional regulation. At first, he barely spoke to anyone, and he often had outbursts when routines were disrupted. I was nervous—unsure of how to approach him or make a difference. But slowly, by showing up every day with patience and consistency, I started to gain his trust. I learned how to communicate with him in ways that made him feel safe and seen. Over time, he started smiling when I walked into the room. He began raising his hand more in class, and he even let me help him with his reading assignments. The most rewarding moment came when Malik’s teacher told me that he had gone a full week without an emotional outburst and had even made a new friend. That experience made me realize the power of connection and how just one person’s support can truly change the course of a child’s life. It was in that moment that I knew: I want to do this for the rest of my life. If I could change one thing about the education system, it would be how we approach emotional and behavioral support in schools. Too often, students with emotional or behavioral challenges are labeled as “difficult” or “disruptive,” when in reality, they are often dealing with struggles that adults can’t see. I believe we need more specialized training for educators, more support staff like behavior specialists, and more focus on mental health and emotional regulation within the classroom. Children shouldn’t be punished for reacting to a world that doesn’t always understand them—they should be guided, supported, and taught how to cope in ways that work for them. This belief is what drives my goal of becoming a Board Certified Behavior Analyst (BCBA). I want to help children learn how to regulate their emotions and succeed both academically and socially. As someone who has also dealt with anxiety and internal struggles, I understand how important it is to have someone in your corner who believes in you. I want to be that person for my future students. The person who inspired me most to pursue this path was my high school cheer coach. She saw potential in me that I didn’t see in myself. At a time when I was struggling with my own mental health and trying to find my place, she gave me a purpose. She introduced me to the special education classroom, encouraged me to volunteer, and helped me discover a passion I didn’t even know I had. Her support went beyond the cheer mat—she believed in my ability to lead, care for others, and make a difference. Without her, I’m not sure I would have found this path. Being a first-generation college student, raised by a guardian since the age of three, hasn’t always been easy. But every challenge I’ve faced has only fueled my determination to rise above and create a better future—not just for myself, but for the children I will one day teach. I want to be the educator who sees the whole child—their strengths, their challenges, and their potential. I want to create an inclusive classroom where every student feels valued, supported, and understood. Receiving this scholarship would help me continue my education at Northern Illinois University, gain the skills and experience I need, and work toward building a career rooted in compassion, advocacy, and meaningful impact. I’m not just pursuing a degree—I’m preparing to change lives, one child at a time.