My name is Grace Shaarda. Before I was able to walk, my family moved to the African country of Uganda. I grew up in a rural town in central Uganda, a nation trying to rebuild after decades of civil unrest and bloodshed. My childhood in Uganda and the things I experienced there have shaped who I am today. My passions for justice, good education, good medical care, and advocacy developed from conversations with individuals across Uganda. In my later teenage years, I began visiting the local clinic and Christian school. Some of my closest friends are Ugandan nurses and teachers. I began to realize the need for quality education. Education is the foundation for which, among other things, doctors and nurses develop. Without good education, good medical care is non-existent. My passion for teaching students with learning challenges started in Obulle, a Ugandan village. Our church started a Christian school because children were not succeeding in the overcrowded government school. By the time students reached grade 3, few of them were able to write their names. The Christian school began in our one-room church. As the community witnessed how dedicated Christian teachers helped children excel academically, the school grew rapidly. It expanded into grass-thatched classrooms, and eventually into permanent buildings. My interest in special education grew through relationships with individuals in Obulle. Each needed extra help in school, a luxury unavailable to them. Glades had a difficult time reading, displaying signs of dyslexia. My heart broke when she struggled to read her Bible in church. Osteogenesis imperfecta hindered Isaac from going to school. Isaac went to school when he was younger and is very smart. However, as he got older, the crowded classrooms became dangerous for him. He would get injured when he was bumped off benches. He spent years at home longing to learn in school. John is a young man with cerebral palsy, which limits his movements and restricts his speech. He was never given the chance to go to school. His condition hinders people from seeing his worth and acknowledging his abilities. My passion for Christian education highented in the past two years. I walked daily to the Christian school and helped students with homework. As I worked with them, it became evident that no one had explained what was being taught. Rather, students were simply copying what the teacher said and wrote on the chalkboard. Learning had become a system of copying and memorizing, not understanding. After I helped them with math problems and explained English assignments, the students began to understand what they were learning. A government school teacher also explained that classrooms are so crowded that teachers are overworked. He admitted that teachers only acknowledge the fast learners; they don’t have the time or resources for the slow learners. This conversation opened my eyes to the need for Christian educators in rural areas who reach all children with quality education, regardless of their abilities.

My passion for teaching students with learning challenges started in Obulle, a Ugandan village where we live as missionaries. Our church started a Christian school because children were not succeeding in the overcrowded government school. By the time students reached grade 3, few of them were able to write their names. The Christian school began in our one-room church. As the community witnessed how dedicated Christian teachers helped children excel academically, the school grew rapidly. It expanded into grass-thatched classrooms, and eventually into permanent buildings. My interest in special education grew through relationships with individuals in Obulle. Each needed extra help in school, a luxury unavailable to them. Glades had a difficult time reading, displaying signs of dyslexia. She struggled with sounding out words and comprehending what she read. My heart broke when she struggled to read her Bible in church. Osteogenesis imperfecta hindered Isaac from going to school. Isaac went to school when he was younger and is very smart. However, as he got older, the crowded classrooms became dangerous for him. He would get injured when he was bumped off benches. He spent years at home longing to learn in school. John is a young man with cerebral palsy, which limits his movements and restricts his speech. He was never given the chance to go to school. His condition hinders people from seeing his worth and acknowledging his abilities. My passion for Christian education highented in the past two years. I walked daily to the Christian school and helped students with homework. As I worked with them, it became evident that no one had explained what was being taught. Rather, students were simply copying what the teacher said and wrote on the chalkboard. Learning has become a system of memorizing instead of understanding. After I helped them with math problems and explained English assignments, the students began to understand what they were learning. A government school teacher also explained that classrooms are so crowded that teachers are overworked. He admitted that teachers only acknowledge the fast learners; they don’t have the time or resources for the slow learners. This conversation opened my eyes to the need for Christian educators in rural areas who reach all children with quality education, regardless of their abilities. Among other goals, my desire is to train teachers how to incorporate all their students in the classroom, explaining lessons in a cultural way for the students to understand. My goal is to reach children using a teaching style that highlights their unique abilities - making school an enjoyable place. For many students in Uganda, school has become a place of frustration and fear. Educators lack resources and creativity. This results in confusion which leads to frustration, for teachers and students alike. Some teachers are harsh with students and punish them for not excelling as expected. When students are afraid of their educators, they are unable to learn. Not only are students able to learn in a creative and safe environement, but they will enjoy learning as well.

I spent the majority of my life in rural Uganda as a missionary kid. Although much of the Western world is now equipped with resources and people dedicated to helping children with special needs, this is not the case where I grew up. Traditionally in Uganda, children with special needs are viewed as cursed. My first encounter with this mindset occured when a small lady frantically asked in the local language for us to come and see her daughter. From what we understood, she had a problem with her head. Nothing could have prepared us for what we were about to see. Sitting on the ground, covered in dirt, and surrounded by flies was a little girl, Paska. Her stomach was bloated and her limbs were skinny. We quickly realized that she was blind and unable to do anything except sit, lie down, and make a few noises. After many visits, conversations with the help of translators, and doctor’s appointments, we were able to gather some details of this little girl's story. Her parents, from the neighboring tribe, had come to our village for work. Their little girl was supposedly born “normal”. We think she suffered from cerebral malaria, causing part of her brain to basically dissolve. We realized she had small scars an inch apart all the way down her spine, most likely from when her parents took her to the witch doctor. A few years later, we were told that her father had attempted but failed to kill her several times. The trauma Paska has experienced from the hands of the witch doctor and her father are hard for us to fathom. Paska was finally placed in a foster family and adopted. She has now received necessary medical treatment and goes to school in Michigan. Paska now walks and eats by herself and laughs often. Receiving medical and academic help as well as living in a loving home has transformed Paska’s life. Shortly after we met Paska, an extreme famine came to our village. During this time Paska lost so much weight that we had to rush her to a children’s home nearby for medical help. I had visited Amacet, the children’s home meaning shelter, many times during my childhood. Several of my cousins and friends were adopted through Amacet. Amacet houses many babies and young children who are either abandoned, abused, orphaned or in need of urgent medical help. Visiting Amacet, I was able to hold and play with many babies and toddlers who had physical disabilities or were victims of abuse. The missionary lady leading the children’s home does so with such love and passion that she inspires me to do the same. My interest in special education grew through relationships with individuals in Uganda. Each needed extra help in school, a luxury unavailable to them. Glades had a difficult time reading, displaying signs of dyslexia. My heart broke when she struggled to read her Bible in church. She struggled with comprehending what she was reading and sounding out words. Osteogenesis imperfecta hindered Isaac from going to school. Isaac went to school when he was younger and is very smart. However, as he got older, the crowded classrooms became dangerous for him. He would get injured when he was bumped off benches. He spent years at home longing to learn in school. John is a young man with cerebral palsy, which limits his movements and restricts his speech. He has never had the chance to go to school. His condition hinders people from seeing his worth and acknowledging his abilities.

My name is Grace Shaarda. Starting from age one, the majority of my childhood was spent in rural Uganda as a missionary kid. My experiences from my childhood and the stories my Ugandan friends told me, molded my passion for teaching. My interest in special education grew through relationships with three Ugandan friends. Each needed extra help in school, a luxury unavailable to them. Glades had a difficult time reading, displaying signs of dyslexia. My heart broke when she struggled to read her Bible. Osteogenesis imperfecta hindered Isaac from going to school. Isaac went to school when he was younger and is very smart. However, as he got older, the crowded classrooms became dangerous for him. He spent years at home longing to learn in school. John is a young man with cerebral palsy, which limits his movements and restricts his speech. His condition hinders people from seeing his worth and acknowledging his abilities. My passion for Christian education highented as I walked daily to a village school and helped students with homework. As I worked with them, it became evident that no one had explained what was being taught. Rather, students were simply copying what the teacher said and wrote on the chalkboard. Leaning became a system of memorzing not understanding. After I helped them with math problems and explained English assignments, the students began to understand what they were learning. A government school teacher explained that classrooms are over-crowded and teachers are overworked. He admitted that teachers, lacking the time or resources for the slow learners, only acknowledge the fast learners. This conversation opened my eyes to the need for Christian educators in rural areas who reach all children with quality education, regardless of their abilities. My desire is to train teachers how to incorporate all their students in the classroom, explaining lessons in a cultural way for the students to understand. My goal is to reach children using a teaching style that highlights their unique abilities - making school an enjoyable place. For many students in Uganda, school has become a place of frustration and fear. Educators lack resources and creativity. This results in confusion which leads to frustration, for teachers and students alike. Some teachers are harsh with students and punish them for not excelling academically. Fear limits a child's ability to learn. Developing a space where a child knows they are loved and creating an interactive learning style will help children learn. In rural Africa, many girls drop out of school at a young age. Culturally, the man is viewed as the provider and, therefore, his education is viewed as more important. In past generations, many girls did not exceed grade 5, while their brothers and male cousins may have gone as far as grade 10 or 11. Girls were needed at home to work and take care of the babies. Since they would go on to raise families of their own, experience at home was more important than academic education. While this is slowly changing, a new problem has arised. Many girls become discouraged in school because the are older than their other classmates. Whether they are discouraged for this reason, lack of school fees or for not excelling as desired, many girls drop out after grade 6. This results in many teen pregnancies, as their next option is to start a family of their own. My desire is to help girls is rural Africa acheive academic success through one-on-one tutoring. By helping girls academically, teen pregnancies are avoided. Christian education allows girls to see their worth, giveing them a sense of purpose.

My passion for teaching students with learning challenges started in Obulle, a Ugandan village where we live as missionaries. Our church started a Christian school because children were not succeeding in the overcrowded government school. The Christian school began in our one-room church. As the community witnessed how dedicated Christian teachers helped children excel academically, the school grew rapidly. It expanded into grass-thatched classrooms, and eventually into permanent buildings. My interest in special education grew through relationships with individuals in Obulle. Each needed extra help in school, a luxury unavailable to them. Glades had a difficult time reading, displaying signs of dyslexia. My heart broke when she struggled to read her Bible in church. Osteogenesis imperfecta hindered Isaac from going to school. Isaac went to school when he was younger and is very smart. However, as he got older, the crowded classrooms became dangerous for him. He would get injured when he was bumped off benches. He spent years at home longing to learn in school. John is a young man with cerebral palsy, which limits his movements and restricts his speech. His condition hinders people from seeing his worth and acknowledging his abilities. My passion for Christian education highented in the past two years. I walked daily to the Christian school and helped students with homework. As I worked with them, it became evident that no one had explained what was being taught. Rather, students were simply copying what the teacher said and wrote on the chalkboard. After I helped them with math problems and explained English assignments, the students began to understand what they were learning. A government school teacher also explained that classrooms are so crowded that teachers are overworked. He admitted that teachers only acknowledge the fast learners; they don’t have the time or resources for the slow learners. This conversation opened my eyes to the need for Christian educators in rural areas who reach all children with quality education, regardless of their abilities. I desire to create a learning environment that sees a student's worth and celebrates their abilities, but is mindful of their struggles and challenges. I believe Dordt University’s education program will equip me to share God’s love through trust-based interaction with students. My desire is to train teachers how to incorporate all their students in the classroom, explaining lessons in a cultural way for the students to understand. My goal is to reach children using a teaching style that highlights their unique abilities - making school an enjoyable place. For many students in Uganda, school has become a place of frustration and fear. Educators lack resources and creativity. This results in confusion which leads to frustration, for teachers and students alike. Some teachers are harsh with students and punish them for not excelling as expected. When students are afraid of their educators, they are unable to learn. I also hope to make a creative place for children to explore; stimulating the brain’s limbic system. Developing a space where a child knows they are loved and creating an interactive learning style will help children learn.

My passion for teaching students with learning challenges started in Obulle, a Ugandan village where we live as missionaries. Our church started a Christian school because children were not succeeding in the overcrowded government school. Reaching grade three, few students were able to write their names. The Christian school began in our one-room church. As the community witnessed how dedicated Christian teachers helped children excel academically, the school grew rapidly. It expanded into grass-thatched classrooms, and eventually into permanent buildings. My interest in special education grew through relationships with individuals in Obulle. Each needed extra help in school, a luxury unavailable to them. Glades had a difficult time reading, displaying signs of dyslexia. My heart broke when she struggled to read her Bible in church. She struggled with comprehendsion and sounding out words. Osteogenesis imperfecta hindered Isaac from going to school. Isaac went to school when he was younger and is very smart. However, as he got older, the overly crowded classrooms became dangerous for him. He would get injured when he was bumped off benches or tripped during recess. He spent years at home longing to learn in school. John is a young man with cerebral palsy, which limits his movements and restricts his speech. His condition hinders people from seeing his worth and acknowledging his abilities. His father rejects him because of his disabilities. Because walking is difficult and his speech is hindered, John has never been given the oppotunity to attend school. My passion for Christian education highented in the past two years. I walked daily to the Christian school and helped students with homework. As I worked with them, it became evident that no one had explained what was being taught. Rather, students were simply copying what the teacher said and wrote on the chalkboard. There was no explanation as to why five multiplied by five equals twenty-five. No examples were given to explain simple mathematical equations. There was no creativity. Learning was based on memory not understanding. After I helped the students with math problems and explained English assignments, the students began to understand what they were learning. A government school teacher also explained that classrooms are so crowded that teachers are overworked. He admitted that teachers only acknowledge the fast learners; they don’t have the time or resources for the slow learners. This conversation opened my eyes to the need for Christian educators in rural areas who reach all children with quality education, regardless of their abilities.

My passion for teaching students with learning challenges started in Obulle, a Ugandan village where we live as missionaries. Our church started a Christian school because children were not succeeding in the overcrowded government school. By the time a student reached grade 3, few of them were able to write their names. The Christian school began in our one-room church. As the community witnessed how dedicated Christian teachers helped children excel academically, the school grew rapidly. It expanded into grass-thatched classrooms, and eventually into permanent buildings. My interest in special education grew through relationships with individuals in Obulle. Each needed extra help in school, a luxury unavailable to them. Glades had a difficult time reading, displaying signs of dyslexia. My heart broke when she struggled to read her Bible in church. Osteogenesis imperfecta hindered Isaac from going to school. Isaac went to school when he was younger and is very smart. However, as he got older, the crowded classrooms became dangerous for him. He would get injured when he was bumped off benches. He spent years at home longing to learn in school. John is a young man with cerebral palsy, which limits his movements and restricts his speech. His condition hinders people from seeing his worth and acknowledging his abilities. My passion for Christian education highented in the past two years. I walked daily to the Christian school and helped students with homework. As I worked with them, it became evident that no one had explained what was being taught. Rather, students were simply copying what the teacher said and wrote on the chalkboard. After I helped them with math problems and explained English assignments, the students began to understand what they were learning. A government school teacher also explained that classrooms are so crowded that teachers are overworked. He admitted that teachers only acknowledge the fast learners; they don’t have the time or resources for the slow learners. This conversation opened my eyes to the need for Christian educators in rural areas who reach all children with quality education, regardless of their abilities. My desire is to train teachers how to incorporate all their students in the classroom, explaining lessons in a cultural way for the students to understand. My goal is to reach children using a teaching style that highlights their unique abilities - making school an enjoyable place. For many students in Uganda, school has become a place of frustration and fear. Educators lack resources and creativity. This results in confusion which leads to frustration, for teachers and students alike. Some teachers are harsh with students and punish them for not excelling as expected. When students are afraid of their educators, they are unable to learn. I also hope to make a creative place for children to explore; stimulating the brain’s limbic system. Developing a space where a child knows they are loved and creating an interactive learning style will help children learn.

My passion for teaching students with learning challenges started in Obulle, a Ugandan village where we live as missionaries. Our church started a Christian school because children were not succeeding in the overcrowded government school. The Christian school began in our one-room church. As the community witnessed how dedicated Christian teachers helped children excel academically, the school grew rapidly. It expanded into grass-thatched classrooms, and eventually into permanent buildings. My interest in special education grew through relationships with individuals in Obulle. Each needed extra help in school, a luxury unavailable to them. Glades had a difficult time reading, displaying signs of dyslexia. My heart broke when she struggled to read her Bible in church. Osteogenesis imperfecta hindered Isaac from going to school. Isaac went to school when he was younger and is very smart. However, as he got older, the crowded classrooms became dangerous for him. He would get injured when he was bumped off benches. He spent years at home longing to learn in school. John is a young man with cerebral palsy, which limits his movements and restricts his speech. His condition hinders people from seeing his worth and acknowledging his abilities. My passion for Christian education highented in the past two years. I walked daily to the Christian school and helped students with homework. As I worked with them, it became evident that no one had explained what was being taught. Rather, students were simply copying what the teacher said and wrote on the chalkboard. After I helped them with math problems and explained English assignments, the students began to understand what they were learning. A government school teacher also explained that classrooms are so crowded that teachers are overworked. He admitted that teachers only acknowledge the fast learners; they don’t have the time or resources for the slow learners. This conversation opened my eyes to the need for Christian educators in rural areas who reach all children with quality education, regardless of their abilities. I desire to create a learning environment that sees a student's worth and celebrates their abilities, but is mindful of their struggles and challenges. I believe Dordt University’s education program will equip me to share God’s love through trust-based interaction with students. My desire is to train teachers how to incorporate all their students in the classroom, explaining lessons in a cultural way for the students to understand. My goal is to reach children using a teaching style that highlights their unique abilities - making school an enjoyable place. For many students in Uganda, school has become a place of frustration and fear. Educators lack resources and creativity. This results in confusion which leads to frustration, for teachers and students alike. Some teachers are harsh with students and punish them for not excelling as expected. When students are afraid of their educators, they are unable to learn. I also hope to make a creative place for children to explore; stimulating the brain’s limbic system. Developing a space where a child knows they are loved and creating an interactive learning style will help children learn. I intend to live out my Christian faith through a trust-based relationship with my students. Frequent interaction with a child builds trust. A safe foundation creates opportunities to share Bible stories. A great way to show what you believe is through action. Serving children who need extra help in school displays the love of Christ. Celebrating a child's special talents highlights the extraordinary way God created them. My goal is to encourage children to see their God-given worth.

I walked through the door into the hospital room where Martin and two other young men lay still, all of them with IVs attached to their arms. His face was swollen and his abdomen was bloated. Except when the nurse injected him, Martin lay unresponsive, contrasting his joyful, encouraging personality. Martin was one of the most dedicated individuals attending church and youth group. He was passionate about His relationship with Jesus and how the gospel had changed his life. Martin was sick for months, trying different treatments. When I visited him in the hospital, he was scheduled to begin treatments for leukemia the following week. However, I did not know my visit to the hospital would be the last time I saw Martin until Heaven. Martin died shortly after I visited him. His death impacted the church congregation and the youth group, for he was a beacon of joy and love in the community. Difficult situations and experiences like this were common growing up in Uganda. I was constantly surrounded by suffering. Although these situations were painful to see, I experienced the peace, hope, and power of the gospel. Life as a missionary kid - both the uncomfortable and joyful situations - influenced my life. Being raised as a Christian missionary shaped my worldview - my interactions with people, the ways my faith infiltrates my daily life, and my passion to serve Him. Life as a missionary laid the foundation for my relationship with Christ, highlighting the importance of the gospel and prayer. My parents’ faith inspired my relationship with Jesus. My parents followed God’s call to the mission field and depended on Him to provide. They consistently prayed over the ministry, our family, and the community. The challenges we experienced brought us closer to God because He was all we had. We returned to God’s promises in the Bible for peace. When I needed clarity, support, guidance, and comfort I returned to prayer and the Bible. The foundation that was formed during my life as a missionary kid will endure the rest of my life. Not only was the importance of the gospel highlighted on the mission field but also its power. We have seen the effects of bitterness, civil unrest, witchcraft, and abuse in Uganda. Building relationships and sharing the gospel has transformed entire communities - relationships between parents and children are restored, addictions are healed, and captives are freed from spiritual bondage. My experiences as a missionary affect every area of my life including my relationship, my faith, and my goals. Being a missionary kid taught me to depend on God, being open to His will. I once believed that being a missionary kid made me too different. However, I now realize that my experiences in Africa gives me something to offer in class, church, my career, and relationships. During my time at university, I hope to build relationships in which we invest in each other - friendships in which there is freedom to pick up again should I return overseas. I desire to develop relationships that value their faith, encouraging each other’s walk with Jesus and growing our faith together. During my later years in Uganda, God challenged me to view every situation as a mission opportunity. I believe every occupation, no matter the location, is a mission field. Not only do I hope to encourage others’ faith at university but also after my education. I view my time at university as preparation for wherever God calls me to serve Him in the education field.