To begin, I am/was a special needs student suffering from ADHD and Autism as I navigated the public school environment. I did not receive adequate support and was quite ostracized in a public school setting until I attended a high school that fit my unique needs. At one point, I was kicked out of the gifted program due to my "disruptive" behavior, even though when I would engage in class, I would try to add to the conversation and provide valuable knowledge about the subject. Still, teachers felt that that was too distracting, so I knew I was in the wrong learning environment, and my parents began stimulating my education outside of school hours. Very early on, my parents and I discovered that the standardized instruction method at the schools I attended did not cater to my specific learning needs. Personally, I was very advanced in comparison to my classmates, and I always felt ostracized by my classmates, teachers, and faculty because of my level of intellect and knowledge; where they punished me for sharing my positive, new inputs with the class and silenced me profusely, even moving my seat outside of the classroom and giving me individual work, when my IEP stated that I learned and retained best through direct instruction and dialogue. As I began considering high schools, I decided to attend a school titled "FAU High School," where students completed most of their high school requirements in year nine but still dual enrolled by the second semester of 9th grade. At this institution, I was fully dual enrolled by year 10, and by "high school graduation," I had 117 credits toward my Bachelor's Degree in Communication Studies. Fortunately for me, my CAPSTONE instructor was the Dean of the Graduate School at FAU. During our final class, she handed me a document listing that they wanted to give me a full scholarship to their Master's Program, where I began teaching university students at the age of 19. I have suffered from ADHD, Autism, Depression, and C-PTSD for as long as I can remember. I always ensure that the students I work with understand that there are no power dynamics in play, that I am not advanced to the point where my accomplishments are unfeasible, but that once we unlock the specific method tailored to us (as I relate spiritually with my students) that works, that they can dominate the world and their fields as well. My specialty has always been students who are on some sort of spectrum revolving around neurodivergence. I am currently enrolled at Grand Canyon University, completing my doctorate in Psychology, specializing in Cognition and Instruction for neurodivergent populations. I have been teaching the neurodivergent population independently since I was 19, and I have also been teaching at multiple Florida Universities since the age of 19 as well. I thought that since I have my Master's in Communication and Social Science, I thought that topping it off with a Doctorate in Cognition and Instruction would benefit not only my career but all of my students as well. I will be fully transparent that I attended GCU's Master's Program for Adolescent Clinical Psychology. However, with my schedule, I did not have the time to complete the clinical requirements for the degree, but I did employ the methods I have learned in all sessions I have with students, even in the large classes I teach at the universities. Currently, I educate around 20 private students and teach 3 courses at the university through the lens of social sciences like communication, interpersonal relationships, psychology, minority studies, social sciences, and social work. Defining the Statement: Professor Harold Bloom’s statement, "The purpose of teaching is to bring the student to his or her sense of his or her own presence," speaks to the idea that true teaching is not just about imparting knowledge but about guiding the student toward self-awareness, understanding their own identity, and recognizing their worth in the world. For students, particularly those with special needs, experiencing a sense of their presence means helping them understand who they are, their unique capabilities, and how they can contribute to the world. It is not about making them fit a mold but about allowing them to discover and develop their own strengths and sense of being. My approach is all about understanding the student at the level in which they are and then fostering a relationship where they are comfortable to grow and attempt things that are outside their norms. This is why when I take on a new student, I conduct a psychoeducational assessment, design a tailored program for their education, and provide adequate emotional, moral, and mentorship support for each one of them, as each student is unique with unique educational abilities and learning styles. Mission to Accomplish This Goal: In my role as a special education teacher, my mission would be to create an environment where every student feels safe, supported, and valued for who they are. I would focus on building trust and strong relationships with my students to help them feel secure in expressing themselves. Through individualized instruction, I would design learning experiences that allow students to discover their strengths and interests, helping them build confidence and self-esteem. I would encourage self-reflection and mindfulness activities that help students be present in the moment, fostering a deep awareness of their emotions, thoughts, and actions. Most importantly, I would create a culture of acceptance where students are free from judgment and can see themselves as capable, valued individuals who can make a meaningful impact. My goal after completing my doctorate is to open my own center for neurodivergent students of all ages, including college-level students, where they can engage not only with students who are similar to themselves but can also blossom in their own way in their fields of interest with the facilitation of knowledgeable, and trained professionals in this field.