My name is Gianna Reighard, and I am a 21-year-old Early Childhood and Special Education major with a passion for making a difference in the lives of children with special needs. From a young age, I was drawn to helping others and making sure everyone felt included. As I’ve grown, that desire has developed into a calling—to be an educator who advocates for, supports, and empowers students of all abilities. Throughout my time in college, I’ve learned that education is not one-size-fits-all. Every child brings their own strengths, challenges, and unique way of learning into the classroom. My goal as a future special education teacher is to create a space where all students feel safe, valued, and capable. I want to provide individualized support that meets each student where they are, while also challenging them to grow and succeed. I am especially passionate about early childhood because I believe the foundation we build during a child’s early years can shape their confidence, independence, and love for learning. I plan to make a positive social impact by not only supporting students but also working closely with families and communities to advocate for inclusive practices. I understand that being a teacher goes beyond academics—it means being a steady, reliable figure in a child’s life, someone who believes in them even when the world might not. I aim to implement strategies that support sensory needs, communication differences, and behavioral challenges in ways that are affirming and respectful. In the long term, I hope to advocate for policy changes that make education more equitable and accessible for all. I want to contribute to professional development programs that help other educators better understand and support students with diverse needs. My dream is to be more than just a teacher—I want to be a change maker in the field of special education. Receiving this scholarship would mean the world to me. It would help relieve the financial pressures of college and allow me to focus more fully on my studies and field experiences. More importantly, it would be an investment in my future as an educator who is deeply committed to making a lasting difference in the lives of children with special needs. I hope to be more than just a teacher to my students, I want to be their support system! I am excited and hopeful about the journey ahead, and I’m grateful for the opportunity to share my story.

My name is Gianna Reighard, and I’m a 20-year-old junior at Slippery Rock University, pursuing a dual major in Early Childhood and Special Education. I’ve always known that I wanted to work with children, but as I’ve grown and experienced more—both in and outside the classroom—I’ve come to realize that my purpose is much bigger than just teaching ABCs or managing a classroom. I want to be a source of light, understanding, and hope for every child who walks into my classroom, especially those who often feel unseen or unheard. I come from a small town where I saw firsthand how limited resources and understanding can affect children with disabilities. I watched peers struggle to get the support they needed, not because they weren’t capable, but because the system often wasn’t built for them. Those experiences stuck with me. They ignited something in me—a passion not only for teaching, but for advocacy. That’s what led me to pursue both Early Childhood and Special Education. I didn’t want to choose between two paths that are so deeply connected in building the foundation of a child’s life. Throughout my college experience, I’ve had opportunities to work in inclusive classrooms, help develop IEPs, and connect with families navigating the world of special education. Each experience has reaffirmed why I chose this path. I’ve learned that sometimes the biggest victories come in small moments: a student saying their first word, making a new friend, or finally understanding a concept they’ve struggled with. Being part of those moments fills me with purpose. My goal is to become a teacher who not only educates but empowers. I want to create a classroom environment where every child feels safe, celebrated, and capable of achieving greatness—no matter their background or ability. Long-term, I hope to work on inclusive education reform and help bridge the gaps in early intervention access, particularly in under-resourced communities. I want to help shape a system that supports every child from the start, not just academically, but socially and emotionally as well. Through my career, I plan to make a positive impact by being the kind of teacher who believes in every child, even when the world doesn’t. Because I truly believe that with patience, love, and the right support, every child can thrive. And if I can be even a small part of that journey, then I know I’ll be making a difference that matters.

Ever since I was little, I’ve always been drawn to children—their energy, honesty, creativity, and how they see the world with such wide-eyed wonder. But what really sparked my passion for teaching wasn’t just a love for kids. It was watching the difference one teacher can make in a child’s life, especially when that child feels misunderstood or left behind. I’m now a 20-year-old junior in college, pursuing a dual major in Early Childhood and Special Education, and I can confidently say that choosing teaching as my career is one of the most meaningful decisions I’ve ever made. Growing up, I witnessed firsthand how school can be either a place of growth or struggle depending on the support a child receives. I had a close family member who struggled in school due to a learning disability. I saw their frustration when they were treated as “less than” simply because they learned differently. I remember wishing I could step in and explain to the teacher that this person was smart, capable, and trying their best—they just needed someone to understand how they learned. That experience planted a seed in me that has grown into a deep desire to be that understanding teacher for others. I chose a dual major in Early Childhood and Special Education because I believe that learning starts with connection and compassion. I want to be a teacher who sees each student as an individual, not a diagnosis or a test score. I want to be the calm in a chaotic day, the encourager when a child feels unsure, and the safe space for every child to be themselves. Through my coursework and hands-on field experiences, I’ve come to love the complexity and reward of working with young learners. I’ve spent time in both general education and special education settings, and each has reinforced my belief that all children deserve to be seen, heard, and taught in ways that work for them. Whether it’s helping a preschooler with speech delays find their words or guiding a kindergartner with autism through social play, I feel most like myself when I’m in a classroom. To me, teaching is not just a job—it’s a calling. It’s about building relationships, celebrating small wins, and never underestimating the potential of a child. I’m pursuing this career because I want to spend my life making sure every child feels valued, capable, and loved. Because every child deserves a champion—and I want to be that for them.

As a 20-year-old junior at Slippery Rock University majoring in Early Childhood and Special Education, I am deeply committed to addressing the social issue of educational inequity for children with disabilities. From a young age, I noticed how students with special needs were often overlooked, underestimated, or excluded in classroom settings. That observation sparked my desire to become an advocate, educator, and changemaker in the field of special education. Educational inequity is a deeply rooted issue, especially for young children who require individualized support. Many schools across the country lack the resources, training, or inclusive mindset to meet the diverse needs of all learners. I believe every child—regardless of ability—deserves a high-quality education, and I am working to make that vision a reality through my academic journey, fieldwork, and community involvement. At Slippery Rock, I’ve taken every opportunity to deepen my understanding of inclusive education. My coursework in child development, differentiated instruction, and behavior management has prepared me to create supportive learning environments that celebrate differences rather than stigmatize them. Through my practicum experiences, I’ve worked directly with preschoolers and elementary students in inclusive classrooms. I’ve collaborated with teachers to develop Individualized Education Programs (IEPs), adapted lesson plans for diverse learners, and used assistive technologies to support communication and learning. Outside of the classroom, I volunteer with local organizations that serve children with developmental disabilities. At a local early intervention center, I assist with play-based therapy sessions that promote social-emotional development. I also participate in campus advocacy efforts, such as organizing awareness events for Autism Acceptance Month and helping facilitate discussions about inclusive education policies. One of the most meaningful ways I address this issue is by listening to the voices of children and families who are often left out of decision-making. I believe the most powerful form of advocacy starts with empathy. I make it a priority to build trust with families, learn about their experiences, and ensure their needs are respected and met. My goal is to become not only a teacher, but also a lifelong ally to the special education community. In the future, I plan to pursue a master’s degree in Special Education and continue advocating for systemic change—whether through teaching, policy work, or community outreach. This scholarship would help me continue this path with greater focus and impact, allowing me to dedicate more time and resources to the cause I care most about: ensuring that every child, regardless of ability, has the opportunity to thrive.

My experience with anxiety has shaped me in ways I never expected. It has been one of the most challenging parts of my life, but it has also taught me some of the most important lessons about perseverance, compassion, and self-awareness. Growing up, I often felt overwhelmed by things that seemed simple to others — speaking in class, trying something new, even just walking into a room full of people. Anxiety made me doubt myself and question whether I was capable of achieving my goals. For a long time, I saw it as something that held me back. However, throughout my college journey, I have worked hard to change the way I view my anxiety. Rather than seeing it as a weakness, I have learned to see it as a part of my story — something that has made me stronger and more determined. With the help of supportive friends, therapy, and self-care strategies, I’ve gotten much better at managing my anxiety and pushing through the moments of fear and doubt. This growth has made me a more patient and understanding person, and it’s something I know will make me a better future teacher. Pursuing a college degree is incredibly important to me because it represents more than just earning a diploma. It represents resilience, growth, and the realization of a dream that, at times, felt impossible. As a Special Education and Early Childhood Education major, I am passionate about creating a future where every child feels valued, capable, and supported — especially those who may struggle in ways that aren’t always visible. I know firsthand how much it means to have someone believe in you when you’re struggling, and I want to be that person for my future students. Earning my degree means gaining the knowledge and skills to advocate for students who need someone in their corner. It means building a classroom environment where differences are celebrated, not hidden. It means showing my students that challenges, whether they are academic, emotional, or social, do not have to define them. Instead, their ability to persevere and grow is what truly matters. Anxiety will always be a part of my life in some way, but it no longer controls me. Instead, it motivates me to work harder, dream bigger, and approach others with kindness and empathy. Pursuing my college degree is not just a personal goal; it’s a commitment to the students I will one day serve. It’s about turning my struggles into a strength that will help others realize their own potential.

My experience with mental health, especially working through anxiety, has deeply shaped my goals, relationships, and the way I see the world. Growing up, I often struggled with overwhelming worries and self-doubt, but I kept a lot of it to myself, believing it was something I just had to "deal with" quietly. It wasn’t until college that I really started facing my anxiety head-on. Learning to manage it — through therapy, mindfulness, and building a strong support system — has changed me in ways I’m truly proud of. One of the biggest ways it’s shaped my goals is by leading me to the field of special education. I know how hard it can be to feel misunderstood or overlooked, and I want to be the kind of teacher who notices and supports every student, especially the ones who might be fighting silent battles. I want to create a classroom where all children feel safe, valued, and encouraged to be their full selves, just like I needed when I was younger. Anxiety has also helped me build stronger, more authentic relationships. I’ve learned the importance of vulnerability — being honest about my struggles and allowing others to be honest with me. It’s taught me to be more patient, more empathetic, and more open-minded with others. I no longer expect perfection from myself or from the people around me. Instead, I value effort, growth, and compassion. Most importantly, working through my mental health challenges has changed how I understand the world. I see now that everyone carries invisible struggles, and that kindness and patience can make a bigger difference than we realize. My journey with anxiety isn’t something I’m ashamed of; it’s part of what has made me resilient, passionate, and committed to making a positive impact — especially for students who deserve to feel seen, supported, and empowered.

I am passionate about becoming a special education teacher because I believe every child deserves to feel seen, heard, and valued for who they are. 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," really resonates with me. To me, this means that teaching isn’t just about delivering facts or checking off standards — it’s about helping students realize their own unique worth, abilities, and voice. It’s about guiding them to recognize that they matter and that they have a meaningful place in the world. As a future special education teacher, my mission is to create a classroom environment where every student feels empowered to discover their own strengths. I want my students to know that their differences are not deficits — they are what make them special. Through individualized instruction, patience, and a lot of encouragement, I will help my students build the confidence to express themselves and pursue their dreams. I will celebrate their victories, no matter how big or small, and help them see that they are capable of growth and greatness. My goal is for every student to leave my classroom not just smarter, but stronger in their sense of self. Fairy tale (Optional story)... Once upon a time, in a bustling college town, there lived a young woman named Emma who dreamed of becoming a special education teacher. She had a heart full of compassion and a spirit determined to make a difference. One day, Emma found herself transported to a magical land called Potentialia, where children with all kinds of abilities lived, but many had forgotten their own magic. Emma knew her quest: to help each child rediscover the magic within themselves. With her trusty backpack of patience, creativity, and love, she traveled from village to village, meeting students who struggled with self-doubt and fear. She listened to their stories, adapted lessons to their unique strengths, and celebrated every step they took. Slowly but surely, the children began to glow with pride. One learned to speak up for the first time. Another painted a beautiful picture to share their feelings. Each child’s light grew brighter, and the land of Potentialia blossomed with hope and joy. Emma realized that by helping each child see their own presence — their worth, their talents, their place in the world — she was fulfilling her greatest mission. And in doing so, she too discovered the true magic of being a teacher. And so, Emma — the heroine with a heart of gold — lived happily ever after, knowing she helped light the way for her students to shine.

Mental health has played a huge role in shaping who I am today — both the struggles I have faced and the growth I have achieved. As a 20-year-old junior in college, I can look back and see how my experience with anxiety has deeply influenced my beliefs, my relationships, and even my career aspirations. It’s been a journey of learning, unlearning, and rebuilding, and while it hasn’t always been easy, I am genuinely proud of how far I have come. When I first started dealing with anxiety, I saw it as a flaw — something that made me “less than” other people. I spent a lot of time hiding it, trying to act like I had everything together when, in reality, I felt overwhelmed most days. Over time, though, I realized that struggling with mental health doesn’t make me weak. If anything, it has made me stronger, more empathetic, and more self-aware. I now believe that mental health deserves just as much attention and care as physical health. I’ve become passionate about reducing the stigma around it because I know firsthand how isolating it can feel to think you’re the only one struggling. If more people talked openly about their mental health, so many of us would feel less alone. My relationships have also been deeply influenced by my experiences. For a long time, I felt like I had to manage everything on my own, but anxiety forced me to learn how to ask for help and lean on others. I’ve become much more intentional about the people I surround myself with. I value friendships that are supportive, genuine, and understanding. I have learned to set healthier boundaries, which has honestly been life-changing. I no longer feel guilty about saying “no” when I need to protect my energy. At the same time, I have become a better friend, sister, and daughter because I now recognize when others might be struggling and need support, even if they aren't saying it out loud. It’s taught me how important it is to listen — really listen — without judgment. When it comes to my career aspirations, mental health has definitely been a guiding force. As someone studying education, I want to be a teacher who doesn’t just focus on academics, but who also creates a classroom environment where students feel safe and valued. I know from experience that when a person is battling anxiety or any other mental health challenge, it’s incredibly hard to focus on learning. I want to be a person who notices the quiet struggles — the student who’s falling behind because they’re overwhelmed, the one who’s acting out because they don’t know how else to ask for help. My dream is to be the kind of teacher who can make a difference not just by teaching content, but by truly caring about the whole person. Dealing with anxiety hasn’t been easy, and I know it’s something I will probably continue to manage throughout my life. But I no longer see it as something that holds me back. If anything, it’s made me more resilient, more compassionate, and more motivated to create spaces — whether in friendships, in family, or in my future classroom — where people feel seen, heard, and supported. My journey with mental health has shaped me into someone who believes in kindness, understanding, and the importance of mental wellness, and for that, I am incredibly grateful.

Faith has always played a significant role in my life. Growing up in a big Italian Catholic family, it was part of everything we did—from going to Mass on Sundays to praying before meals and leaning on each other during life’s ups and downs. Our faith brought us together and reminded us to always live with love, compassion, and purpose. Those values have guided me through every major decision, including my choice to pursue a dual major in Early Childhood and Special Education at Slippery Rock University. As a 20-year-old college student, my faith has helped me stay grounded through the challenges of higher education. There are times when school gets stressful—between assignments, field experiences, exams, and trying to balance it all—but my relationship with God reminds me to keep going. I truly believe that I was called to be a teacher. My faith has taught me to look at every person as a child of God, deserving of dignity, patience, and care. That belief is exactly what fuels my passion for working with young children and students with disabilities. My decision to pursue this field was also deeply influenced by my cousin, who has a developmental disability. I’ve grown up watching him face obstacles that most people don’t think twice about. Watching him struggle in school—while also watching how certain teachers showed up for him with patience and heart—left a huge impact on me. He showed me how important it is for children with disabilities to have educators who believe in them, advocate for them, and support their unique needs. My cousin is one of my biggest inspirations, and I carry his strength and spirit with me in everything I do. In addition to my cousin, my family has been a constant source of support and motivation. They’ve always encouraged me to aim high, to never give up, and to use my education to help others. In our family, pursuing higher education is about more than just earning a degree—it’s about preparing to serve others, to give back, and to live out the values we were raised with. My faith, my cousin, and my family have all shaped my academic and professional goals. I hope to become a teacher who not only educates, but uplifts and empowers. I want all students in mjy classroom to feel at home. With God’s guidance and the love of those around me, I know I’m on the right path.

Ever since I was young, I’ve had a deep love for learning and an even greater love for helping others. Growing up, I found myself drawn to working with children, especially those who needed a little extra support and encouragement. That early interest sparked a passion that continues to grow stronger every day, especially now as a 20-year-old junior at Slippery Rock University, where I’m pursuing a dual major in Early Childhood and Special Education. My ultimate goal after graduation is to become a teacher who not only educates but also uplifts, inspires, and advocates for every child in her classroom. I chose this field because I believe that every child—regardless of ability, background, or circumstance—deserves a quality education in a supportive, inclusive environment. My dream is to create a classroom where all children feel safe, respected, and empowered to be their authentic selves. I want to be the kind of teacher who sees potential in every student and helps them realize it, even when the world around them might say otherwise. After graduating with my bachelor's degree, I plan to pursue certification and begin teaching in an inclusive early childhood or elementary classroom. I am especially passionate about working in public schools where there is often a lack of resources and support for children with special needs. My goal is to create and implement individualized learning strategies that cater to each child’s strengths and challenges, and to foster an environment where diversity is celebrated and learning differences are embraced. In the long term, I hope to go back to school for a master’s degree in Special Education or Educational Leadership. With that additional training, I aim to take on a leadership role within my school or district—whether that be as a mentor teacher, a curriculum specialist, or eventually even an administrator. I want to have a hand in shaping school culture and policies that promote equity, inclusion, and trauma-informed practices. Ultimately, my mission is to be a lifelong advocate for children who are often overlooked or underestimated, and to help build a more compassionate and effective education system for all. Receiving this scholarship would be an incredible blessing and a significant support in achieving my academic and professional goals. Being a full-time college student with a dual major can be both academically and financially challenging. Tuition, textbooks, certification exams, classroom materials, transportation to field placements, and living expenses all add up quickly. My family has supported me as much as they can, but I am also responsible for a good portion of my own college expenses. I work part-time to help cover costs, but balancing work with a rigorous course load and field experiences can be stressful. A scholarship would alleviate some of that financial pressure and allow me to focus more deeply on my studies and professional development. Additionally, this scholarship would enable me to take advantage of opportunities that help me grow as a future educator. For example, I’ve been involved in various volunteer programs that support children with disabilities, and I hope to participate in more service-learning projects, conferences, and workshops related to inclusive education. These experiences are invaluable in helping me become a well-rounded and prepared teacher, but they often come with costs that can be difficult to manage on a student budget. With the help of this scholarship, I’d be able to engage more fully in these opportunities without worrying about how I’ll pay for them. At Slippery Rock University, I’ve worked hard to maintain a strong academic record while also immersing myself in hands-on experiences that reinforce what I learn in the classroom. I’ve completed field placements in various educational settings, including inclusive classrooms, Head Start programs, and early intervention centers. These placements have taught me so much about the importance of patience, creativity, and resilience in teaching. I’ve also learned how critical it is to build meaningful relationships with students and families, especially when working with children who have special needs. These early teaching experiences have reaffirmed that I’ve chosen the right path and have only fueled my excitement to become a full-time educator. One of the most impactful experiences I’ve had so far was during a practicum in a preschool classroom where several children had developmental delays. I worked closely with a little boy who was nonverbal and had difficulty communicating with his peers. Over time, I helped him use a picture exchange communication system (PECS) to express his needs and wants. Watching him become more confident and engaged as he learned to communicate was one of the most rewarding moments of my college experience. It reminded me why I chose this profession in the first place—because every child deserves a voice, and every child deserves someone in their corner. Outside of academics, I strive to be involved in my campus and community in ways that reflect my passion for education and service. I’ve participated in campus clubs focused on education and inclusion, and I’ve volunteered with programs that support children from under-resourced communities. I believe in giving back and using my skills and knowledge to make a difference wherever I can. I also know that being a great teacher means being a lifelong learner, so I’m constantly seeking out new ways to grow—whether that’s through coursework, mentorship, or professional development. Looking ahead, my future is filled with purpose, passion, and plans to serve. I envision a classroom of my own, filled with laughter, discovery, and meaningful learning experiences. I see myself greeting each student by name every morning, celebrating their successes, and supporting them through their struggles. I see myself working with families as partners in their child’s education, advocating for better resources, and constantly striving to be the best teacher I can be. This scholarship represents more than just financial assistance—it represents an investment in my future and in the futures of the students I will one day teach. By supporting me, you are also supporting the children whose lives I will touch, the families I will support, and the school communities I will help strengthen. Your belief in me means the world, and it motivates me to continue working hard and never lose sight of my goals. Thank you for considering my application and for supporting aspiring educators like me. With your help, I can continue my journey toward becoming the kind of teacher who not only teaches but transforms lives—one child at a time.

If I had the opportunity to work with a child who has a rare disorder like Rebecca, I would begin by getting to know the child as a whole person—not just focusing on the disorder. Every child has their own personality, interests, strengths, and ways of learning. I believe it’s so important to build a trusting relationship first. I would spend time learning what helps them feel safe, what excites them, and how they communicate best. Once that connection is made, the learning can really begin. I would also do a lot of research about the child’s specific disorder so I could understand how it affects them and how I can best support them. I’d collaborate with specialists like speech and occupational therapists, behavior analysts, and especially the child’s family to make sure I’m using strategies that are personalized and effective. In my classes at Slippery Rock, I’ve learned that flexibility, creativity, and patience are essential when working with children with unique needs. My teaching approach would be hands-on, engaging, and adapted to fit the child’s learning style. I might use visual schedules, sensory tools, communication devices, or break tasks into smaller steps to help the child succeed. I would also make sure the classroom is inclusive, calm, and structured to reduce stress and support focus. Creating a positive environment where the child feels seen and valued would be a top priority for me. Family involvement plays a huge role in the education and progress of a child with a disability. Families know their child better than anyone else, and their insight is incredibly valuable. I would communicate with them often, keep them updated on progress, and ask for their input when planning strategies or setting goals. I believe working together as a team creates the most consistent and supportive experience for the child. I have a cousin with autism, and he has been one of my biggest inspirations for choosing to major in Early Childhood and Special Education. Growing up, I watched how hard he worked to communicate and navigate the world around him, and I also saw how important it was for him to have patient, understanding teachers and support systems. Spending time with him taught me how powerful small victories can be, like learning a new word or making a new friend. It made me want to be someone who helps other children feel seen, understood, and supported—just like he deserved. His journey opened my eyes to how meaningful this work is, and it’s what pushed me to follow this path so I can make a difference in the lives of children like him. Working with a child like Rebecca may come with challenges, but it would also be full of meaningful moments and opportunities to grow as an educator. I want to be the kind of teacher who truly sees each child’s potential and never gives up on them. That’s why I chose this field—to make a difference, one child and one family at a time.