I strive to exemplify a spirit of excellence by giving my best effort in everything I do, even when no one is watching. To me, excellence is not about being perfect or never making mistakes. It is about showing integrity, remaining consistent, and always looking for ways to improve. As a first-generation college student, I have learned that success is earned through perseverance and determination. There have been times when I faced personal, academic, and financial challenges that made me question whether I was capable of reaching my goals. Instead of allowing those obstacles to define me, I chose to learn from them. Every setback has strengthened my resilience and motivated me to become a better student, employee, and leader. I believe that true excellence is reflected in how we respond to adversity, and I make it a priority to approach each day with a positive attitude, a willingness to learn, and the desire to make a meaningful impact. One of the ways I live out this commitment is through my work as a Registered Behavior Technician (RBT). Every day, I work one-on-one with children with autism and developmental disabilities, helping them build communication, social, and daily living skills. This role has taught me that progress often comes through patience and consistency. Some of the greatest accomplishments are the small victories, such as a child making eye contact, communicating a need for the first time, or successfully completing a task independently. Witnessing these moments reminds me why excellence matters. I understand that my attitude, effort, and dedication directly influence the children and families I serve. Because of this, I continuously seek opportunities to improve my skills so I can provide the highest quality care possible. My long-term goal is to become a Board Certified Behavior Analyst (BCBA), allowing me to expand my impact and advocate for children with disabilities on an even greater scale. Giving back to my community is something I practice through service rather than occasional acts of kindness. Working with children with disabilities allows me to support families while helping children gain greater independence and confidence. I also hope to inspire others by sharing my journey as a first-generation college student. I know what it feels like to navigate higher education without a roadmap, and I want others to know that their circumstances do not determine their future. Whether I am encouraging a classmate, mentoring someone interested in education, or simply showing kindness to those around me, I believe that even small actions can create meaningful change. As I continue my education, I plan to remain actively involved in my community by serving students with disabilities and advocating for inclusive learning environments where every child has the opportunity to succeed. My goal is not only to become an effective educator and behavior analyst but also to be someone who leads with compassion, integrity, and purpose. I believe that a spirit of excellence is demonstrated through consistent effort, humility, and a genuine desire to help others. By striving to improve myself each day while investing in the lives of those around me, I hope to leave a lasting impact on my community and inspire others to pursue excellence in their own lives.

Books have shaped the way I think about resilience, leadership, and the kind of impact I hope to have on others. While I have read many books throughout school, the ones that have stayed with me the longest are The 7 Habits of Highly Effective People by Stephen R. Covey, Mindset by Carol Dweck, and The Boy, the Mole, the Fox and the Horse by Charlie Mackesy. Although each book approaches life from a different perspective, they all share a common message: growth comes from perseverance, self-reflection, and treating others with compassion. These lessons have influenced both my personal life and my career goals.     One of the most valuable lessons I learned came from Mindset. Carol Dweck explains the difference between having a fixed mindset and a growth mindset. Instead of believing that intelligence or talent determines success, she argues that improvement comes through effort, learning, and persistence. This lesson became especially meaningful during college when I faced academic setbacks and moments of self-doubt. Rather than allowing those experiences to define me, I chose to view them as opportunities to grow. I learned that failure is not the end of the journey; it is often the beginning of personal development. This mindset has made me more determined to continue learning throughout my career.     Stephen Covey’s The 7 Habits of Highly Effective People taught me the importance of taking responsibility for my own future. The habit “Be Proactive” stood out because it emphasizes focusing on what we can control instead of dwelling on circumstances we cannot change. As a first-generation college student, there have been many challenges involving finances, balancing work with school, and navigating higher education without family members who had experienced it before me. Covey’s principles reminded me that while I cannot control every obstacle, I can control my response to those obstacles. That lesson continues to motivate me to stay disciplined and focused on my goals.     Another book that deeply influenced me is The Boy, the Mole, the Fox and the Horse. Although its language is simple, its message is incredibly powerful. The book reminds readers that kindness, vulnerability, and asking for help are signs of strength rather than weakness. One quote that has stayed with me is, “What is the bravest thing you’ve ever said?” “Help.” That message changed the way I view resilience. I realized that success is not about pretending to have everything figured out but about having the courage to keep moving forward while accepting support from others when needed.     These books have directly shaped my career goals. I am currently pursuing a degree in Special Education at Northern Illinois University and recently became a Registered Behavior Technician (RBT). My long-term goal is to become a Board Certified Behavior Analyst (BCBA), where I can help children with autism and developmental disabilities build communication, emotional regulation, and independent living skills. The lessons of perseverance, empathy, accountability, and continuous growth are qualities I strive to bring into every interaction with the children and families I serve.     Reading has shown me that success is measured not only by personal achievement but also by the positive impact we have on others. The books that have influenced me most did more than entertain me—they challenged me to think differently, become more resilient, and pursue a career centered on service. As I continue my education and professional journey, I know the lessons I have learned from these authors will continue to guide my decisions, strengthen my character, and inspire me to make a meaningful difference in the lives of the students and families I hope to serve.

“You have power over your mind—not outside events. Realize this, and you will find strength.” — Marcus Aurelius, Meditations The central message of Marcus Aurelius’ statement is that true strength comes from mastering our own thoughts and responses rather than attempting to control circumstances beyond our influence. Although life presents obstacles that we cannot avoid, our character is shaped by how we choose to respond to them. Aurelius argues that resilience is not the absence of hardship but the ability to remain focused on what we can control. This philosophy teaches that personal growth begins with self-discipline, perspective, and responsibility rather than blaming external events for our struggles.     This passage reflects the core principles of Stoicism, which emphasizes that external events are often unpredictable, while our attitudes, decisions, and actions remain within our control. People naturally want to control outcomes, but disappointment often comes from expecting life to unfold exactly as planned. Aurelius rejects this way of thinking by reminding readers that peace of mind comes from accepting reality while continuing to act with purpose. Strength, therefore, is not found in changing the world around us but in changing how we respond to it.     The power of this idea becomes especially clear when facing adversity. Many people experience financial difficulties, family challenges, academic setbacks, illness, or personal loss. These circumstances can easily create feelings of hopelessness if someone believes they have no control over their future. Aurelius argues the opposite. Even when circumstances cannot be changed immediately, every individual still possesses the ability to choose perseverance over surrender, hope over despair, and discipline over discouragement. This shift in mindset transforms obstacles into opportunities for growth.     I find this philosophy meaningful because it recognizes that resilience is an intentional choice rather than an inherited trait. People often admire successful individuals without considering the countless failures, disappointments, and sacrifices they endured beforehand. Marcus Aurelius suggests that success is built through consistent self-control and the willingness to keep moving forward despite uncertainty. Instead of asking why difficulties happen, his philosophy encourages us to ask what we can learn from them and how they can strengthen our character.     This idea also applies to education and professional development. Students cannot always control difficult professors, financial burdens, or unexpected setbacks. Likewise, professionals cannot control every challenge they encounter in the workplace. However, they can control their work ethic, integrity, preparation, and willingness to improve. By focusing on these internal qualities, people become more adaptable and capable of overcoming future challenges. Long-term success depends less on perfect circumstances than on consistent effort and emotional resilience.     Another important aspect of this passage is its emphasis on personal responsibility. Aurelius does not encourage passivity or ignoring problems. Instead, he calls readers to take ownership of the choices that remain within their control. This perspective empowers individuals because it reminds them that their future is influenced by daily habits, attitudes, and decisions rather than by temporary hardships alone. It encourages confidence rooted in action instead of fear rooted in uncertainty.     Ultimately, Marcus Aurelius teaches that freedom begins in the mind. External events will always change, and challenges are unavoidable, but character is built by the decisions we make in response to them. The underlying meaning of this passage is that resilience, wisdom, and success are cultivated through self-mastery rather than favorable circumstances. By focusing on what we can control and accepting what we cannot, we develop the strength to face adversity with courage, purpose, and determination. This timeless lesson remains just as relevant today as it was nearly two thousand years ago because every generation must learn that lasting strength comes from within, not from the world around us.

My faith in God has been one of the greatest sources of strength throughout my life. It has given me hope during seasons of uncertainty, reminded me that my struggles have a purpose, and encouraged me to keep moving forward even when I wanted to give up. While my journey has not been easy, my relationship with God has taught me that challenges are not meant to defeat me but to shape me into the person He has called me to become. I was raised by my guardian from the age of three, and throughout my life I have faced obstacles that tested my confidence and resilience. During college, I experienced anxiety, academic setbacks, and financial stress while balancing school and work. There were moments when I questioned whether I was capable of achieving my dreams. In those moments, I leaned on prayer and trusted that God had a plan for my life, even when I could not see it myself. My faith reminded me that failure is not the end of the story. Instead of allowing setbacks to define me, I chose to learn from them and continue pursuing the future God placed on my heart. Today, I am a Special Education major at Northern Illinois University with the goal of becoming a Board Certified Behavior Analyst (BCBA). Recently, I became a Registered Behavior Technician (RBT), and working with children with autism has strengthened my passion for serving others. Every day, I have the opportunity to encourage children as they develop communication, emotional regulation, and everyday life skills. Witnessing their progress has shown me the value of patience, compassion, and celebrating even the smallest victories. I believe my faith will continue to guide me throughout my career. Working with children and families requires kindness, empathy, and perseverance, especially during difficult moments. My faith reminds me to treat every child with dignity, love, and respect because each person is uniquely created by God and has immeasurable value. It also encourages me to remain patient when progress is slow and to continue serving others with humility and compassion. My long-term goal is to become a BCBA and make a meaningful difference in the lives of children with disabilities and their families. I hope to be someone who not only teaches skills but also gives children confidence and helps families feel supported. I want my career to reflect the same grace and encouragement that God has shown me throughout my own life. I know there will continue to be challenges, but I also know I do not have to face them alone. My faith has carried me through difficult seasons, and I trust it will continue to guide my decisions, strengthen my character, and inspire me to serve others with purpose for years to come.

Being a first-generation college student means creating a path that no one in my family has walked before. There was no guidebook on applying for college, understanding financial aid, or planning a career. Every milestone has come with uncertainty, but also determination. I have learned that being first generation is not just about earning a degree. It is about breaking generational barriers and proving that my circumstances do not define my future. I was raised by my guardian from the age of three, and growing up was not always easy. Along the way, I faced personal and mental health challenges while balancing school, work, and financial responsibilities. There were times when I struggled academically and questioned whether I was capable of reaching my goals. Instead of giving up, I chose to learn from those setbacks. They taught me resilience, perseverance, and the importance of asking for help when I needed it. Today, I am a Special Education major at Northern Illinois University with the goal of becoming a Board Certified Behavior Analyst (BCBA). Recently, I became a Registered Behavior Technician (RBT), allowing me to work directly with children with autism and developmental disabilities. Every day, I see the impact that patience, compassion, and evidence-based support can have on a child’s life. Watching a child make progress, no matter how small, reminds me why I chose this career. My dream is to advocate for children with disabilities and help them develop communication, emotional regulation, and independent living skills. I also hope to mentor other first-generation students and show them that success is possible, even when the path feels overwhelming. Financially, college has been challenging. I work while attending school, but balancing tuition, housing, transportation, and everyday expenses is difficult. Receiving this scholarship would reduce that burden, allowing me to focus more on my education, clinical experiences, and professional development instead of constantly worrying about finances. Being first generation has shaped me into someone who values hard work, resilience, and purpose. I know my journey has not been perfect, but every obstacle has strengthened my commitment to making a difference. This scholarship would not only help me continue my education but would also bring me one step closer to becoming the kind of educator and behavior analyst who changes lives. I hope to be the person for future students that I once needed myself.

Growing up, I learned that having just one person who believes in you can change the direction of your life. I was raised by my guardian from the age of three, and although my childhood came with many challenges, those experiences shaped my resilience and gave me a deep appreciation for the educators and mentors who encouraged me to believe in my potential. Today, I am pursuing a degree in Special Education at Northern Illinois University because I want to become that source of support for students who need someone to advocate for them. My passion for education began in high school when my cheer coach introduced me to opportunities to work with students with disabilities. Before that experience, I had never considered teaching as a career. Watching students gain confidence, learn new skills, and celebrate accomplishments that others might overlook showed me the incredible impact educators have on a child's life. I quickly realized that teaching is about much more than academics. It is about building relationships, creating a safe environment, and helping every student recognize their own potential. As a college student, I have continued pursuing that passion by working as a Registered Behavior Technician, providing one-on-one Applied Behavior Analysis therapy to children with autism. Every day, I help children strengthen their communication, social, and daily living skills while supporting them through challenging behaviors with patience and compassion. These experiences have reinforced my desire to work in K-12 education because I see firsthand how consistency, encouragement, and individualized instruction can transform a student's confidence and independence. My own educational journey has not been without obstacles. Balancing college, work, financial responsibilities, and personal challenges has required determination and perseverance. There have been moments when I questioned myself, but those experiences have made me a stronger student and future educator. They have also helped me better understand the importance of meeting students where they are, recognizing that every child brings unique strengths, challenges, and experiences into the classroom. My long-term goal is to become both a licensed special education teacher and a Board Certified Behavior Analyst (BCBA). I hope to combine evidence-based behavioral strategies with high-quality instruction to create inclusive classrooms where students with disabilities feel supported, respected, and empowered to succeed. I also want to partner with families, advocate for equitable educational opportunities, and help students develop the confidence and life skills they need to thrive beyond school. Education has the power to change lives because it changed mine. The encouragement I received from mentors inspired me to pursue a career dedicated to helping others. I hope to provide the same encouragement, compassion, and opportunity to the next generation of students, ensuring that every child knows they are capable, valued, and deserving of success.

My interest in pursuing a career in teaching began in high school when my cheer coach introduced me to student teaching opportunities with children with disabilities. Before that experience, I had never considered working in special education. Spending time in the classroom and building relationships with those students completely changed my perspective. I quickly realized how rewarding it was to help children learn, gain confidence, and accomplish goals that others sometimes thought were impossible. From that moment, I knew I wanted to dedicate my life to supporting students with disabilities. My cheer coach was more than just a coach. She saw potential in me before I saw it in myself. She encouraged me to step outside of my comfort zone and gave me opportunities that helped me discover my passion. She believed I had the patience, compassion, and leadership skills to make a difference in the lives of children. Her confidence in me gave me confidence in myself, and I will always be grateful for the impact she had on my life. Today, I am a Special Education major at Northern Illinois University, and I work as a Registered Behavior Technician, providing one-on-one therapy to children with autism and other developmental disabilities. Every day, I see firsthand how meaningful individualized support can be. Whether I am helping a child communicate their needs, learn a new skill, or celebrate a small success, I am reminded why I chose this career path. Growing up, I also experienced challenges that shaped my desire to become an educator. I struggled with anxiety and sometimes questioned my own abilities. Because of those experiences, I understand how important it is for students to have adults who believe in them, encourage them, and create a safe environment where they feel supported. I want to be that person for my future students. After graduating, my goal is to become a Board Certified Behavior Analyst (BCBA) and continue working alongside teachers and families to help children reach their full potential. I hope to advocate for inclusive classrooms where every student feels valued and capable of succeeding. I believe every child deserves someone who sees their strengths rather than their limitations. Teaching is about much more than academics. It is about building relationships, creating opportunities, and inspiring students to believe in themselves. Just as my cheer coach changed the direction of my life by believing in me, I hope to have that same lasting impact on the children I will serve throughout my career.

My name is Dexaiya Riley, and I am a Special Education major at Northern Illinois University with the goal of becoming a Board Certified Behavior Analyst (BCBA). I am the first person in my family to attend college, and my education represents more than earning a degree. It represents breaking generational barriers and creating a future filled with opportunities that I once thought were out of reach. I was raised by my guardian beginning at the age of three. Growing up, I faced many challenges that shaped who I am today. While I always had someone who cared for me, there were times when life felt overwhelming. As I got older, I began struggling with anxiety, which affected my confidence, relationships, and overall well-being. There were moments when I doubted myself and questioned whether I was capable of succeeding in college while balancing work, financial responsibilities, and my personal life. Mental health has also affected my family in different ways. Watching loved ones experience emotional struggles made me realize how important compassion, understanding, and access to support truly are. Those experiences taught me that mental health deserves the same attention and care as physical health. They also showed me that asking for help is not a weakness but a sign of strength. Over the years, I have learned healthier ways to manage my anxiety while continuing to pursue my goals. Although there are still difficult days, I have refused to let those challenges define my future. Instead, they have made me more resilient, more empathetic, and more determined to help others. My experiences have taught me to be patient with myself and with those around me because everyone is carrying struggles that may not be visible. Today, I work as a Registered Behavior Technician, providing one-on-one therapy to children with autism and developmental disabilities. Working with these children has strengthened my passion for helping others overcome obstacles and celebrate every milestone, no matter how small. I understand how meaningful encouragement can be because I know what it feels like to need it myself. This experience has reinforced my decision to continue my education and become a BCBA, where I hope to make an even greater impact on children and their families. My goal is not only to build a successful career but also to advocate for greater awareness surrounding mental health. I want children and families to know they are not alone and that seeking support is something to be proud of, not ashamed of. I hope to create safe, supportive environments where individuals feel understood, respected, and empowered to reach their full potential. Although my journey has included challenges, it has also given me purpose. My experiences with mental health have shaped me into someone who leads with empathy, resilience, and compassion. They have strengthened my commitment to serving others and reminded me that our greatest struggles can often become the foundation for our greatest impact.

My experience with mental health has played a significant role in shaping the person I am today. Throughout my life, I have struggled with anxiety, which has affected my confidence and the way I viewed myself. There were times when balancing school, work, and personal responsibilities felt overwhelming, and I questioned whether I was capable of reaching my goals. Over time, I realized that asking for support and continuing to move forward, even during difficult moments, is a sign of strength rather than weakness. These experiences have made me more empathetic toward others. I understand that everyone carries challenges that may not be visible, which has taught me to approach people with patience, compassion, and understanding. This perspective has strengthened my relationships with friends, family, and the children I work with as a Registered Behavior Technician. I know how important it is to feel supported, encouraged, and understood, and I strive to provide that same support to those around me. My experiences with mental health have also influenced my career goals. As a Special Education major, I hope to become a Board Certified Behavior Analyst and work with children who face behavioral, emotional, and developmental challenges. I want to create safe, supportive environments where children feel valued and capable of succeeding. My own experiences have shown me how powerful encouragement and understanding can be, and I hope to be that source of support for others. Rather than allowing my struggles to define me, I have chosen to let them strengthen my resilience and deepen my compassion. They have shaped my understanding of the world by reminding me that every person has a unique story. I believe that kindness, patience, and empathy can make a meaningful difference, and those values will continue to guide me throughout my education, career, and life.

I was raised by my guardian beginning at the age of three, and that experience has shaped the person I am today. Growing up, I learned the value of resilience, responsibility, and perseverance. As the first person in my family to pursue higher education, I understand that earning a college degree is about more than personal success. It is about creating opportunities for future generations and breaking barriers that once seemed impossible. Giving back has always been important to me. I currently work as a Registered Behavior Technician, where I provide one-on-one support to children with autism and other developmental disabilities. Through this role, I help children strengthen communication, social, and daily living skills while supporting families through compassionate, evidence-based care. Seeing a child reach a milestone, no matter how small, reminds me why I chose this career. I also strive to be a positive role model for my younger sisters by showing them that hard work, education, and determination can open doors to a brighter future. As a Special Education major at Northern Illinois University, my long-term goal is to become a Board Certified Behavior Analyst (BCBA). After graduation, I plan to continue serving my community by working with children and families who need specialized behavioral and educational support. My vision is to eventually open my own practice that provides accessible, high-quality services while partnering with schools and community organizations to promote inclusion and advocacy for individuals with disabilities. I believe meaningful community involvement is built through consistency and compassion. Whether I am supporting children in therapy, mentoring future professionals, or advocating for inclusive educational opportunities, I am committed to making a lasting difference. My goal is to use my education not only to build a successful career but also to create positive, long-term change in the lives of children, families, and the communities I serve.

Throughout my life, pursuing higher education has required resilience, determination, and a belief that my circumstances did not have to define my future. I was raised by a guardian beginning at the age of three, and while I always had someone who cared about me, my childhood was not easy. I experienced instability, emotional challenges, and responsibilities that often made me feel like I missed out on parts of being a child. I struggled with anxiety and often felt isolated growing up, making it difficult to build confidence and form friendships. There were many moments when I questioned whether I was capable of reaching my goals, but I refused to let those challenges determine the direction of my life. As the first person in my family to pursue higher education, attending college represents much more than earning a degree. It represents breaking generational barriers and creating opportunities that were never available to those before me. Every class I complete, every exam I pass, and every obstacle I overcome is a reminder that hard work can change the trajectory of a family's future. Although there have been times when balancing school, work, and financial responsibilities has been overwhelming, I have continued to move forward because I know my education is an investment not only in myself but also in the children and families I hope to serve. One of the areas where I have excelled is my commitment to serving individuals with disabilities. During high school, my cheer coach introduced me to opportunities to work with students who had special needs. That experience completely changed the direction of my life. I discovered that I had a passion for advocating for children who often struggle to have their voices heard. Since then, I have dedicated myself to gaining experience working directly with children with developmental disabilities and autism. Currently, I work as a Registered Behavior Technician, where I provide one-on-one behavioral therapy to children using the principles of Applied Behavior Analysis. This role has strengthened my communication skills, problem-solving abilities, patience, and adaptability. Every session teaches me something new about meeting children where they are and celebrating even the smallest accomplishments. Watching a child communicate a need for the first time or develop greater independence reminds me why I chose this career path. Alongside my professional growth, I have continued developing as a student by remaining committed to my coursework despite financial hardships and personal obstacles. I am currently majoring in Special Education at Northern Illinois University. My long-term goal is to become a Board Certified Behavior Analyst (BCBA). I want to specialize in helping children with autism and other developmental disabilities improve communication, emotional regulation, daily living skills, and independence. I believe every child deserves individualized support that recognizes their strengths rather than focusing solely on their challenges. After earning my bachelor's degree, I plan to pursue graduate school and complete the requirements necessary to become a BCBA. My ultimate dream is to work in a clinic where I can collaborate with educators, therapists, and families to provide high-quality services that create meaningful change. Eventually, I hope to open my own practice that emphasizes compassionate, evidence-based care while making therapy accessible to families who need it most. I also hope to mentor future behavior analysts and Registered Behavior Technicians so they feel confident providing ethical and effective services. The changes I hope to make extend beyond my own career. Within the field of special education and behavior analysis, I want to help shift the focus toward greater inclusion, dignity, and individualized support for every child. Too often, children with disabilities are underestimated because of the challenges they face. I want to advocate for educational environments where students are given opportunities to succeed based on their unique abilities rather than being limited by assumptions. I also hope to educate families by providing them with practical strategies they can confidently implement at home, creating consistency and long-term success for their children. Personally, I want to continue becoming someone who leads with empathy, resilience, and integrity. Every challenge I have overcome has strengthened my determination to build a future that looks different from my past. I understand that success requires sacrifice, discipline, and continuous learning. I am willing to devote the time, energy, and effort necessary to become the best professional I can be. Whether that means balancing full-time coursework with employment, pursuing additional certifications, or continuing my education through graduate school, I am committed to doing whatever it takes to reach my goals. Receiving this scholarship would not simply ease my financial burden. It would allow me to dedicate more time to gaining meaningful field experience, expanding my knowledge, and preparing for a career centered on improving the lives of others. More importantly, it would serve as a reminder that perseverance is recognized and that investing in students like me creates opportunities for countless children and families in the future. My experiences have taught me that adversity does not have to determine a person's future. Instead, it can become the foundation for resilience, compassion, and purpose. I am proud of how far I have come, grateful for the opportunities I have been given, and excited for the impact I will make as a future Board Certified Behavior Analyst. With continued education, dedication, and support, I am confident that I can create lasting change both in my own life and in the lives of the children and families I will have the privilege of serving.

Although I was not raised by my biological parents, I was raised by my guardian from the age of three. Growing up in a single parent household shaped the person I am today. Watching one person take on the responsibility of raising a child taught me resilience, sacrifice, and unconditional love. It also showed me that success is not determined by where you come from but by the determination you have to create a better future. Those lessons have guided my educational journey and continue to motivate me every day. As the first person in my family to pursue higher education, I have faced challenges that tested both my confidence and perseverance. Balancing college, work, financial responsibilities, and my mental health was not always easy. There were times when I struggled academically and questioned whether I was capable of achieving my goals. Instead of letting those setbacks define me, I chose to learn from them. They taught me the importance of asking for help, staying disciplined, and remembering why I started this journey in the first place. Today, I am a Special Education major at Northern Illinois University and work as a Registered Behavior Technician, providing therapy to children with autism and developmental disabilities. Every day I have the opportunity to help children build communication, social, and daily living skills. Watching a child accomplish something they once struggled with reminds me why I chose this career. Those moments motivate me to continue my education and become the best advocate I can be for children and their families. My long term goal is to become a Board Certified Behavior Analyst. I want to create individualized treatment plans that help children reach their full potential while also supporting families through every step of the process. I believe every child deserves the opportunity to learn, grow, and feel included, regardless of their abilities. My career will allow me to make a lasting impact by helping children gain independence and confidence that will benefit them throughout their lives. I also hope to give back to my community by mentoring students who come from backgrounds similar to mine. I know what it feels like to doubt yourself or wonder if college is possible. I want to encourage young people, especially those raised in single parent households, to believe that their circumstances do not define their future. Whether through volunteering at schools, mentoring future educators, or speaking with students about higher education, I hope to inspire others to keep pursuing their goals even when the path becomes difficult. Growing up in a single parent household taught me that perseverance is one of the greatest strengths a person can have. My guardian's sacrifices gave me opportunities that I will never take for granted, and I want to honor those sacrifices by building a career centered on service, compassion, and advocacy. By helping children with disabilities, supporting families, and encouraging future generations to believe in themselves, I hope to create a positive impact that extends far beyond the classroom.

My name is Dexaiya Riley, and I am a Special Education major at Northern Illinois University with a passion for helping children reach their full potential. Ever since high school, I have known that I wanted a career where I could make a meaningful difference in the lives of others. My cheer coach introduced me to student teaching opportunities, and that experience completely changed my perspective. Watching students learn, grow, and gain confidence showed me the incredible impact that patient and compassionate educators can have. From that moment on, I knew I wanted to dedicate my life to supporting children with disabilities and their families. My journey has not always been easy. I was raised by a guardian from the age of three, and as the first person in my family to pursue higher education, I have had to navigate many challenges on my own. Like many college students, I struggled with balancing academics, work, finances, and my mental health. There were moments when I doubted myself, especially after experiencing setbacks that affected my GPA. Instead of allowing those challenges to define me, I chose to learn from them. They taught me resilience, perseverance, and the importance of asking for help when I need it. Those lessons have made me stronger and more determined to succeed. Today, I work as a Registered Behavior Technician, where I provide one on one therapy to children with autism and other developmental disabilities. Every day, I witness the power of patience, consistency, and encouragement. Whether it is helping a child communicate their needs for the first time, develop a new life skill, or celebrate a small achievement, I am reminded why I chose this career. Those moments may seem small to others, but they can completely change a child's future and give families hope. My long term goal is to become a Board Certified Behavior Analyst so I can design individualized treatment plans, mentor future behavior technicians, and advocate for children with special needs on a larger scale. I hope to eventually help improve access to quality behavioral services for families who may not otherwise have the resources they need. Every child deserves the opportunity to learn, communicate, and thrive, regardless of their abilities or circumstances. I also hope to inspire others through my own story. I want students who are struggling academically or personally to know that setbacks do not have to determine their future. Success is not about never failing. It is about continuing to move forward even when the path becomes difficult. As someone who has overcome obstacles while pursuing my education, I understand how important encouragement and second chances can be. I believe the greatest impact I can make is by helping children discover abilities they never knew they had and by giving families the support they deserve. Through my career, I hope to create environments where every child feels valued, understood, and capable of success. My goal is not only to change individual lives but to contribute to a more inclusive world where people with disabilities are given every opportunity to reach their full potential. That is the legacy I hope to leave through my work.

Higher education has not been a perfect journey for me, but it has been one of resilience, growth, and self discovery. Like many students, I entered college excited to pursue my dreams, but I quickly learned that balancing school, work, finances, and my mental health was much harder than I expected. During one of the most difficult periods of my life, I struggled with anxiety and the pressure of trying to manage everything on my own. My grades suffered, I failed courses, and my GPA dropped. Those setbacks were disappointing, and for a while I questioned whether I was capable of achieving the future I had always envisioned for myself. However, I refused to let one difficult chapter define the rest of my story. I am seeking a second chance because I know I am capable of far more than my transcript reflects. My academic struggles do not represent my determination, my work ethic, or the passion I have for helping others. They represent a period of growth that taught me valuable lessons about perseverance, asking for help, and taking care of my mental health. Instead of allowing those challenges to stop me, I chose to learn from them and continue moving forward. I am currently pursuing a degree in Special Education at Northern Illinois University because I have always wanted to make a meaningful difference in the lives of children with disabilities. My passion began in high school when my cheer coach introduced me to student teaching opportunities. Working with students who needed additional support completely changed my perspective. I saw how much patience, compassion, and encouragement could help a child gain confidence and independence. From that moment, I knew I wanted to dedicate my life to advocating for individuals with special needs. My long term goal is to become a Board Certified Behavior Analyst. As a Registered Behavior Technician, I already have the opportunity to work directly with children and their families. Every day I see children accomplish goals that once seemed impossible, whether it is communicating a need, learning a new skill, or becoming more independent. Watching those moments reminds me why I chose this career path and motivates me to continue my education so I can make an even greater impact. My personal experiences have also shaped who I am today. I was raised by a guardian from the age of three and became the first person in my family to pursue higher education. Breaking generational barriers has never been easy, but it has strengthened my determination to succeed. I want to show my younger sisters that challenges do not have to define their future and that education can open doors to opportunities that once seemed out of reach. This time around, I am better prepared for success because I have developed stronger habits and a healthier mindset. I have learned how to manage my time more effectively, seek academic support when I need it, and prioritize my mental well being. I have also gained real world experience through my work as a Registered Behavior Technician, which has reinforced that I am pursuing the career I am meant to have. I now understand the importance of balance, consistency, and asking for help instead of trying to carry every challenge alone. A second chance would mean more than improving my GPA. It would give me the opportunity to continue building the future I have worked so hard for. I am committed to earning my degree, becoming a Board Certified Behavior Analyst, and using my education to advocate for children with disabilities and their families. My setbacks have made me stronger, more compassionate, and more determined than ever before. I believe my greatest accomplishments are still ahead of me, and I am ready to prove that one difficult season does not define a lifetime of potential.

I am passionate about becoming a special education teacher because I believe every child deserves someone who sees their potential instead of their limitations. As a Special Education major and a Registered Behavior Technician, I have the privilege of working with children with developmental disabilities every day. Through my experiences in both clinic and home settings, I have learned that progress does not always come in giant milestones. Sometimes success is a child asking for help instead of becoming frustrated, making eye contact for the first time, or learning a new daily living skill. Those moments may seem small to others, but they can completely change a child’s future. Watching those victories has confirmed that I chose the right career. Professor Harold Bloom wrote that “the purpose of teaching is to bring the student to his or her sense of his or her own presence.” To me, this means helping students recognize their own value, abilities, and voice. Every student deserves to know that they matter and that they belong. Many children with disabilities spend their lives being told what they cannot do. I want to be the teacher who helps them discover what they can do. My role is not simply to teach academics, but to help students build confidence, independence, communication skills, and self advocacy so they can participate fully in their schools, families, and communities. My mission is to create a classroom built on patience, encouragement, and respect. Every student learns differently, so I will use evidence based teaching strategies and individualized instruction to meet each child’s unique needs. I want my classroom to be a place where mistakes are viewed as opportunities to grow and where every accomplishment, no matter how small, is celebrated. I also hope to build strong relationships with families because parents and teachers are partners in helping children succeed. Working as an RBT has shown me that meaningful change happens through consistency, compassion, and believing in children even when they do not yet believe in themselves. These experiences have inspired me to continue my education and eventually become both a licensed special education teacher and a Board Certified Behavior Analyst so I can support students in even more meaningful ways. My goal is to empower children to recognize their strengths, overcome challenges, and develop the confidence to achieve things they once believed were impossible. Receiving this scholarship would allow me to continue pursuing that mission while reducing the financial burden of earning my degree. I am committed to making a lasting difference in the lives of students with disabilities, one child, one lesson, and one success at a time.

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.