When I first started high school, I had no clear vision of my future career. My journey to becoming a special education teacher began through opportunities I never expected would shape my life. Through years of involvement with Special Olympics, Best Buddies, Casey’s Clubhouse, and Unified Sports, I gained experiences that completely changed my perspective on education, inclusion, and the positive impact one person can have on another. I joined Special Olympics and Best Buddies in my sophomore year of high school because I wanted to become more involved in my school community. What began as volunteering quickly became something more meaningful. Through Best Buddies, I formed friendships with students with disabilities and witnessed the impact of kindness, acceptance, and inclusion. Through Special Olympics, I watched individuals challenge themselves, celebrate everyone's accomplishments, and encourage one another in remarkable ways. The more involved I became, the more I realized how special it is to witness these experiences and the impact they leave on both the volunteer and the athlete. There tends to be misconceptions about people with disabilities. Many focus on what these individuals cannot do as opposed to what they can do. Witnessing these events shows how important it is to have people who believe in you, encourage you, and strive for you to succeed. Knowing that I could be that person for someone else felt like a gift. Starting my senior year, I knew I wanted to pursue a career in special education. The love and joy it brings me is indescribable. My passion continued to grow through my volunteer work with Casey's Clubhouse. This is a Special Olympics organization where individuals with disabilities of all ages come together to play baseball. As a buddy, I was paired with an athlete and helped them participate in the game while ensuring they had fun and felt included. The smiles and confidence I witnessed reminded me why inclusion matters. Starting my freshman year of college, I went to my local Community College of Allegheny County. I chose this path so I could complete my general education courses while continuing to work and volunteer. During this time, I completed a fall internship with Casey's Clubhouse, further enhancing my commitment to special education. These experiences reinforced that every individual deserves to feel valued, respected, and included. Everyone matters, and everyone should know they matter. During my freshman year, I had the privilege of serving as an assistant unified bocce and unified track and field coach. These programs bring together individuals with and without disabilities to compete as teammates. This experience taught me that success looks different for everyone. It can consist of winning a game, but it can also be gaining the confidence to try something new, speak up, or believe in yourself. Watching these individuals grow and enjoy the sport was a joyous thing. I recently completed my first year at the Community College of Allegheny County and will be transferring to Pennsylvania Western University, California Campus, to continue pursuing my goal of becoming a special education teacher. Every experience I have had over the years has led me in this direction, and I could not be more excited for my future. Professor Harold Bloom wrote, "I have learned that the purpose of teaching is to bring the student to his or her sense of his or her own presence." To me, this statement means helping students recognize their own value and purpose. It goes beyond simply knowing who they are. It is the understanding that they matter, their opinions matter, and they belong. It means being able to walk into a room and know that you deserve to be there and feel included. I believe Professor Bloom's quote suggests that teaching is about more than helping students learn academic skills. Teachers help students discover who they are, what they are capable of, and how much they have to offer. When students begin to believe in themselves and recognize their own strengths, they gain confidence that can impact many areas of their lives. A sense of presence also means having a voice. It means understanding that your thoughts, feelings, and ideas matter. When students feel comfortable expressing themselves and advocating for their needs, they begin to see that they have an important place in their classroom and community. As a future special education teacher, I want my students to know that their voices deserve to be heard. Most importantly, a sense of presence means belonging. Every student deserves to feel accepted, respected, and included. When students know they belong, they are more willing to participate, build friendships, and try new things. My goal is to create a classroom where every student feels comfortable being themselves and understands that their presence matters. For many students with disabilities, developing this sense of presence can be challenging. Society often focuses on labels; those labels can cause students to feel overlooked. As a future educator, I want to help my students see themselves beyond labels. I want my students to recognize their potential and their strengths. My mission is to create a classroom where every student knows they are valued, capable, and important. I will guide my students toward their own sense of presence by building meaningful relationships with them and helping them discover their strengths. I want to learn about their interests, talents, and goals. I will incorporate those things into their learning. Every student learns differently, and every student is worth celebrating. When students see that their individuality is recognized, they begin to develop confidence. I want students to feel safe and respected in my classroom. I want my students to understand that making mistakes is part of learning and all progress should be celebrated. Most importantly, I want them to leave my classroom with confidence in themselves. The most important thing I plan to teach my students is how to advocate for themselves. When students learn to express their needs and believe in their abilities, they begin to develop independence and confidence. My goal is to not only help students succeed within the school but also help them develop the skills they need to navigate life beyond the classroom. The scholarship description compares special education teachers to Odysseus, Mother Teresa, and dedicated monks. In my opinion, those comparisons capture the heart of this profession. Special education teachers must be creative, patient, and determined. They must celebrate each student's victories, even if they are small, remain hopeful during challenges, and always believe in their students. I am passionate about special education because I have seen the difference that support, encouragement, and inclusion can make in someone's life. I have seen individuals gain confidence, develop friendships, accomplish goals, and discover their abilities. These moments are heartwarming, and they remind me why this profession matters. If I can help one student believe in themselves, I will know I have fulfilled my purpose as a special education teacher. That is the teacher I hope to become, and why I am so passionate about special education. A FAIRY TALE Once upon a time, there was a library containing a book for every person in the world. Many books were filled with adventures, dreams, and accomplishments. However, some books were blank as those people decided their stories were not worth writing. One day, a teacher named Julia discovered the library. As she walked down each aisle, she found many blank books belonging to children who were underestimated. She did not write their stories for them; instead, she handed each child a pencil. Some children wrote slowly. Some children needed help. Some children did not think they had a story to tell. However, when met with encouragement, kindness, and patience, each child began filling their pages. By the end, the blank books had become some of the most remarkable stories in the library. Every child learned that their lives were not defined by what others expected. They were the authors of their own stories, and every story mattered.

My name is Emily, and I am currently a freshman at CCAC. I plan to transfer to Pennsylvania Western University, California campus, for the fall of 2026. I am majoring in special education with plans to become a teacher. I have been heavily involved with Special Olympics and Best Buddies throughout high school. I was on the executive board for our club during my senior year. I am passionate about helping those who may have a disability. I believe every child deserves to be treated with respect, kindness, and patience. I recently completed an internship this past fall with Casey's Clubhouse. This is a Special Olympics organization where people of all ages play baseball, regardless of disability. I had such an amazing time completing this internship and building friendships. Every person was treated with respect and kindness. I hope to make a positive social impact in my career by promoting inclusion. I plan to advocate for accessible resources and accommodations that allow individuals, regardless of disability, to feel included. This will create an inclusive environment where everyone feels welcome. In my future classroom, I will support each child's strengths, challenges, and needs. I aim to help children develop life skills, advocate for themselves, and build confidence. Because people with disabilities are sometimes taken advantage of, I hope to teach students how to advocate for themselves. In my future, I will communicate effectively with family members/legal guardians of students. I think communicating with families can result in a better outcome for students. Families can provide information that teachers might not have known. When they work together, support plans become more personalized and effective. Families can share concerns, allowing teachers to respond and maintain strong communication. Respectful communication builds trust and reassures families that their loved one is cared for and valued. Building relationships with my students is a key part of how I plan to help those with special needs. Asking about their interests, hobbies, and their weekend is important for building trust. Students with disabilities must have someone they can rely on and trust. Many of them navigate academic, social, and emotional challenges daily. Having someone they can rely on provides reassurance. A supportive relationship creates a safe space where students will feel comfortable expressing their emotions. Strong relationships and trust can also improve learning outcomes. When students trust their teachers and feel safe in the classroom, they are more willing to attempt things. I can also incorporate their interests into lessons and activities. This will help students have more fun and allow them to be more engaged. Over the years of being involved in Special Olympics, Best Buddies, and volunteering for many events, I have found joy in promoting inclusion. I have witnessed athletes build confidence, independence, and happiness. The joy they experience has deeply impacted me and reinforces the importance of creating spaces where individuals can feel welcomed and happy. Volunteering has made me realize that I want to do more than just volunteer. I want to teach and build inclusive environments where students are empowered and happy. I truly found my passion for special education. I find joy in promoting inclusion because it ensures students are valued, supported, and given opportunities to do great things.