I have wanted to be a teacher since I was in the first grade. That was the year I met a very special friend who would unknowingly shape my future. Unlike others in our class, I never felt sorry for her when I saw how hard she had to work to complete basic tasks. Instead, I was inspired by her determination and resilience. While she was incredibly driven, she was also—then and now—a little stubborn. Somehow, I was always able to encourage her to do what teachers asked, not by force, but through patience, trust, and understanding. We were blessed to attend school together through sixth grade, where we were named co-class favorites, and I am even more blessed that she is still one of my closest friends today. We will be celebrating her 23rd birthday next month. My experiences with her taught me early on that students who work harder than others deserve not pity, but belief, encouragement, and unwavering support. That belief is the foundation of why I want to be a teacher. I truly believe I am meant to teach and serve others. Since high school, my work experience has looked different than most. Rather than holding a traditional public job, I have worked as a nanny for two families, a role that has allowed me to serve children and families in deeply meaningful ways. Beyond providing daily care such as bathing, feeding, and supervising children, I create safe and stimulating environments, plan educational activities and crafts, arrange playdates and outings, and support developmental growth. These responsibilities have strengthened my ability to nurture, teach, and advocate for children in individualized ways. In my current position, I care for a child who was diagnosed with Autism shortly after I began working with him. Through this experience, my role expanded beyond childcare into active support and advocacy. I transport him to and from speech and therapy appointments and work closely with him on the skills he is learning each week. Being part of his growth—celebrating progress, navigating challenges, and reinforcing learning—has been one of the most impactful service experiences of my life. It has reinforced my passion for working with students who require additional support and has strengthened my commitment to special education. While serving others has always been my priority, it has also come with personal sacrifice. Working for families has limited my ability to save money, especially while paying my own bills. My parents generously assist with tuition, but my younger sister is also in college, and I do everything I can to lessen the financial burden on my family. Receiving a voucher would greatly support me by allowing me to manage expenses more effectively while continuing my education and service. Ultimately, I am pursuing teaching because I want students who work harder than everyone else to know that someone sees them, believes in them, and cares deeply about their success. Service has shaped who I am, and I am committed to continuing that service as an educator who leads with compassion, patience, and purpose.

Living with ADHD and Dyslexia has shaped both my educational journey and my passion for helping others who learn differently. While these learning disabilities have presented challenges, they have also given me resilience, empathy, and a deep understanding of the importance of individualized support. Like Dylan, I believe that a diagnosis should never limit a person’s dreams, and his journey inspires me to continue pursuing mine while helping others succeed. My passion for special education began in first grade, when I met a close friend who learned differently from our classmates. While others often felt sorry for her, I was inspired by her determination and persistence. She worked tirelessly to complete tasks others found simple, and I learned that encouragement and patience can make a significant difference. I was often able to help her stay engaged with schoolwork, and our friendship taught me that students with disabilities thrive when someone believes in them. We are still close friends today, and her perseverance continues to motivate me to pursue a career in education. Since high school, I have had the privilege of working with children with disabilities in various capacities. I have worked as a nanny for multiple families, including a child recently diagnosed with Autism. I help him practice skills he learns in speech and therapy each week and transport him to appointments, supporting his growth in small but meaningful ways. These experiences have strengthened my commitment to special education and shown me how individualized support, patience, and encouragement can help children succeed academically and socially. Athletics and leadership experiences have also reinforced my dedication to working with young people. In high school, I served as a basketball manager, learning the importance of responsibility, teamwork, and supporting others behind the scenes. I later returned to my alma mater to serve as the head coach for a middle school volleyball team, mentoring students, building their confidence, and fostering a sense of accomplishment. These roles allowed me to combine structure and encouragement to help students reach their potential—lessons I plan to carry into my classroom as a special education teacher. My motivation for pursuing higher education stems from both personal determination and purpose. I am earning a Bachelor of Science in Learning and Behavior Disorders with an emphasis in Elementary Education because I want to be the teacher I needed as a child—someone who recognizes that learning differently does not mean learning less. Living with ADHD and Dyslexia has taught me firsthand the importance of advocacy, strategy, and perseverance, and I want to use these lessons to help students with disabilities believe in themselves and succeed. I believe I am a strong candidate for the Dylan’s Journey Memorial Scholarship because my experiences reflect the ambition, resilience, and drive Dylan embodied. This scholarship would help alleviate financial stress, allowing me to continue focusing on my studies and on creating meaningful, supportive learning experiences for students with disabilities. Dylan’s journey inspires me to not only overcome obstacles but to help others do the same. Through teaching, mentoring, and advocacy, I hope to empower students with learning disabilities to recognize their strengths, embrace their unique abilities, and pursue their dreams with confidence.

I was inspired to pursue a career supporting individuals with intellectual disabilities through personal relationships and experiences that taught me the power of belief, patience, and advocacy. From a young age, I saw how individuals with disabilities are often misunderstood or underestimated—not because of a lack of ability, but because society fails to provide the understanding and support they deserve. These experiences shaped my passion for special education and my commitment to helping create a more inclusive and accessible world. My journey began in first grade, when I met a close friend who learned differently than many of our classmates. While others often responded to her challenges with pity, I was inspired by her determination and resilience. She worked tirelessly to accomplish tasks others took for granted, and I quickly learned that what she needed most was encouragement, consistency, and someone who truly believed in her. We remained classmates through sixth grade and are still close friends today. That relationship taught me early on that intellectual disabilities do not define a person’s worth or potential—and that belief can be transformative. As I grew older, my passion for supporting individuals with disabilities continued through service, leadership, and work experiences. I am currently pursuing a Bachelor of Science in Learning and Behavior Disorders with an emphasis in Elementary Education, because I want to advocate for students with intellectual disabilities in educational spaces where they are often overlooked. In high school, I served as a basketball manager, learning the importance of teamwork, responsibility, and supporting others behind the scenes. Later, I returned to my alma mater as a head coach for a middle school volleyball team, mentoring students and helping them build confidence, discipline, and self-belief. One of the most impactful experiences in my life has been working as a nanny for multiple families since high school. In my current role, the child in my care was diagnosed with Autism shortly after I began working with him. I transport him to speech and therapy appointments and work closely with him on skills he is developing each week. Being part of his progress—celebrating milestones and navigating challenges—has given me a deeper understanding of the daily realities faced by individuals with intellectual disabilities and their caregivers. It has also reinforced my desire to be an advocate who helps bridge gaps between services, education, and understanding. I hope to make a difference by becoming a special education teacher who prioritizes dignity, accessibility, and empowerment. I want to create classroom environments where students with intellectual disabilities feel seen, respected, and capable, rather than stigmatized or ignored. Beyond the classroom, I aim to advocate for inclusive practices that ensure students have the tools and resources they need to succeed. Intellectual disability justice begins with recognizing humanity, potential, and voice. My experiences have shaped not only my career path, but my purpose. I am driven to serve this community with compassion, advocacy, and unwavering belief, and I am committed to making a lasting impact through education and service.

My name is Jayce Riley, and I am an undergraduate student pursuing a Bachelor of Science in Learning and Behavior Disorders with an emphasis in Elementary Education. I am deeply committed to serving others, particularly children who face challenges and must work harder than their peers to succeed. The values reflected in the Kalia D. Davis Memorial Scholarship—excellence, ambition, kindness, and perseverance—closely align with who I am and the life I am working to build. I have wanted to be a teacher since I was in first grade, when I met a close friend who learned differently than many of our classmates. While others often felt sorry for her, I was inspired by her determination and resilience. She worked tirelessly, and I learned early that encouragement, patience, and belief can make a meaningful difference. That friendship sparked my desire to become an educator who supports students academically and emotionally. We are still close friends today, and her strength continues to motivate me. Athletics have played a significant role in shaping my work ethic and leadership skills. In high school, I served as a basketball manager, where I learned the importance of teamwork, responsibility, and supporting others behind the scenes. After graduating, I returned to my alma mater to serve as the head coach for a middle school volleyball team. Coaching allowed me to mentor young students, build confidence, and foster teamwork while giving back to the community that shaped me. These experiences reinforced my belief that leadership means serving others and creating opportunities for growth. Service has remained a constant in my life. Since high school, I have worked as a nanny for two families rather than holding a traditional public job. In this role, I create safe and engaging environments, plan educational activities, and support children’s development. In my current position, the child in my care was diagnosed with Autism shortly after I began working with him. I transport him to speech and therapy appointments and help him practice the skills he is learning each week. Being part of his growth has strengthened my commitment to special education and affirmed my purpose. Pursuing my education has required sacrifice, particularly financially. While my parents assist with tuition, my younger sister is also in college, and I strive to contribute as much as possible so I am not placing an added burden on my family. Working for families has limited my ability to save money, but I chose this path because it aligns with my values of service and care. Receiving this scholarship would help cover educational expenses and allow me to focus more fully on my studies, leadership, and service to others. Kalia D. Davis’s legacy of ambition, excellence, and kindness is one I deeply admire. This scholarship would support my journey toward becoming an educator who leads with compassion and purpose while honoring the values Kalia embodied. I am committed to living, loving, learning, and leaving a legacy of positive impact—just as she did.

I am passionate about the special education teacher profession because it is rooted in helping students recognize their own worth, voice, and identity. 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,” perfectly captures what I believe teaching should accomplish. A student’s sense of presence means understanding that they matter, that their efforts are meaningful, and that they have a place in the world and in the classroom. For students with disabilities, this sense of presence is often fragile, shaped by years of working harder than others or being misunderstood. As a future special education teacher, my goal is to help students see themselves not through the lens of limitation, but through the lens of possibility. My passion for special education began in first grade when I met a very special friend. While others often felt sorry for her because everyday tasks were difficult, I was inspired by her determination. She worked tirelessly and refused to give up, even when learning was frustrating. I learned early on how powerful encouragement and understanding can be, and I was often able to help her succeed by simply believing in her and meeting her where she was. We remained classmates through sixth grade and are still close friends today. That friendship taught me that students do not need pity; they need someone who truly sees them and believes in their ability to grow. These early lessons have continued into my work experiences. Since high school, I have worked as a nanny for multiple families, a role that has allowed me to serve children in deeply personal and meaningful ways. In my current position, the child in my care was diagnosed with Autism shortly after I began working with him. I transport him to speech and therapy appointments and work closely with him on skills he is developing each week. Through this experience, I have learned how consistency, patience, and individualized support help a child feel confident and capable. Watching him gain independence and confidence has reinforced my belief that helping students experience their own presence begins with building trust and recognizing their strengths. My mission as a special education teacher is to guide students toward experiencing their own presence by creating a classroom built on empathy, structure, and encouragement. I will accomplish this by honoring each student’s individual strengths, celebrating growth, and providing opportunities for success. I want my students to feel safe taking risks, making mistakes, and advocating for themselves. By involving students in goal-setting and reflection, I will help them understand who they are as learners and take ownership of their progress. Ultimately, special education is not about changing students, but about empowering them. When students recognize their own presence, they begin to believe in themselves and their abilities. I am passionate about becoming a special education teacher because I want to be the person who helps students find their voice, feel valued, and confidently take their place in the world.

My career of choice is teaching, with a focus on working with students who have disabilities, because I believe education should be a place where every child feels valued, capable, and supported. I have wanted to be a teacher since I was in first grade, when I met a very special friend who changed the way I viewed learning and determination. While others often felt sorry for her because she had to work harder to complete basic tasks, I was inspired by her perseverance. I learned early on that students who face challenges do not need pity; they need patience, encouragement, and someone who truly believes in them. That belief has guided my passion for becoming a teacher. Throughout school, I naturally took on leadership and support roles with peers who needed extra help. My first-grade friend and I remained classmates through sixth grade, where we were named co-class favorites, and we are still close friends today. Watching her navigate challenges with determination taught me that success looks different for every learner. I want to be the teacher who helps students who struggle know they are not alone and that their efforts matter. My passion for teaching has continued beyond the classroom through my work experiences. Since high school, I have not held a traditional public job. Instead, I have worked as a nanny for two families, a role that has allowed me to serve children in meaningful, hands-on ways. In addition to providing daily care, I create educational activities, plan outings, and support social and developmental growth. My current position has been especially impactful, as the child in my care was diagnosed with Autism shortly after I began working with him. I transport him to speech and therapy appointments and work with him on the skills he is learning each week. Being actively involved in his progress has strengthened my commitment to special education and affirmed that this is the path I am meant to follow. Pursuing my educational and personal goals has required sacrifice, particularly financially. Working for families rather than in higher-paying public jobs has limited my ability to save money, but I chose this path because it aligned with my calling to serve children. While my parents help with tuition, my younger sister is also in college, and I do everything I can to contribute financially so I am not placing an excessive burden on my family. Balancing coursework, responsibilities, and financial limitations has required discipline and perseverance, but I remain committed to my goals. I am passionate about becoming a teacher because I want to be the person who believes in students when learning feels overwhelming. My sacrifices have been worthwhile because they have brought me closer to a career rooted in service, compassion, and lasting impact. I am confident that teaching is not just my career choice, but my purpose.

I have wanted to be a teacher since I was in the first grade. That was the year I met a very special friend who would unknowingly shape my future. Unlike others in our class, I never felt sorry for her when I saw how hard she had to work to complete basic tasks. Instead, I was inspired by her determination and resilience. While she was incredibly driven, she was also—then and now—a little stubborn. Somehow, I was always able to encourage her to do what teachers asked, not by force, but through patience, trust, and understanding. We were blessed to attend school together through sixth grade, where we were named co-class favorites, and I am even more blessed that she is still one of my closest friends today. We will be celebrating her 23rd birthday next month. My experiences with her taught me early on that students who work harder than others deserve not pity, but belief, encouragement, and unwavering support. That belief is the foundation of why I want to be a teacher. I truly believe I am meant to teach and serve others. Since high school, my work experience has looked different than most. Rather than holding a traditional public job, I have worked as a nanny for two families, a role that has allowed me to serve children and families in deeply meaningful ways. Beyond providing daily care such as bathing, feeding, and supervising children, I create safe and stimulating environments, plan educational activities and crafts, arrange playdates and outings, and support developmental growth. These responsibilities have strengthened my ability to nurture, teach, and advocate for children in individualized ways. In my current position, I care for a child who was diagnosed with Autism shortly after I began working with him. Through this experience, my role expanded beyond childcare into active support and advocacy. I transport him to and from speech and therapy appointments and work closely with him on the skills he is learning each week. Being part of his growth—celebrating progress, navigating challenges, and reinforcing learning—has been one of the most impactful service experiences of my life. It has reinforced my passion for working with students who require additional support and has strengthened my commitment to special education. While serving others has always been my priority, it has also come with personal sacrifice. Working for families has limited my ability to save money, especially while paying my own bills. My parents generously assist with tuition, but my younger sister is also in college, and I do everything I can to lessen the financial burden on my family. Receiving a voucher would greatly support me by allowing me to manage expenses more effectively while continuing my education and service. Ultimately, I am pursuing teaching because I want students who work harder than everyone else to know that someone sees them, believes in them, and cares deeply about their success. Service has shaped who I am, and I am committed to continuing that service as an educator who leads with compassion, patience, and purpose.

If I could create a class that every student in grades K–12 were required to take, it would be a Life Skills and Safety class. While academic subjects are essential, many students graduate without knowing how to handle everyday responsibilities, protect themselves, or prepare basic meals. This course would give all students a foundation in safety, independence, and practical decision-making. The most important focus of this class would be safety—from personal and digital safety to cooking and household safety. Children face risks in many areas of life, and a structured curriculum would provide age-appropriate lessons that build confidence at each stage. In kindergarten and first grade, lessons would emphasize personal safety. Students would learn their address and phone number, practice crossing the street, and know what to do in case of a fire or emergency. Cooking lessons at this stage would be very simple, such as helping wash fruits and vegetables, mixing ingredients, and learning about kitchen rules like not touching the stove or sharp knives. By second and third grade, the curriculum could expand to include digital safety, bullying prevention, and calling 911. Cooking lessons would focus on making snacks and meals with minimal supervision—like preparing sandwiches, measuring ingredients, and learning to safely use a toaster or microwave. Students would also begin to understand the basics of nutrition and healthy eating. In fourth and fifth grade, students would practice greater independence. They could learn safe bicycle riding, internet etiquette, and teamwork skills. Cooking lessons might include using stovetops under supervision, following a recipe, and learning food safety, such as how to store leftovers properly. This not only teaches responsibility but also keeps safety at the forefront. By middle school (grades 6–8), students would be ready for more advanced skills. The focus would include safe social media use, mental health awareness, and stress management. In the kitchen, they could learn to cook simple meals independently, such as pasta, scrambled eggs, or stir-fry, while practicing safe use of knives and stovetops. Nutrition lessons would become more detailed, connecting healthy choices to overall well-being. In high school (grades 9–12), the curriculum would prepare students for full independence. Topics would include driver safety, healthy relationships, workplace professionalism, and advanced financial literacy. Cooking would be an essential part of this stage—students could learn how to meal-plan on a budget, prepare a variety of healthy dishes, and handle kitchen emergencies such as grease fires. This combination of independence and safety skills would ensure students are ready to live on their own. The impact of a Life Skills and Safety class would be long-lasting. Students would graduate not only with academic knowledge but also with confidence in handling daily responsibilities—whether that means cooking for themselves, protecting their personal safety, or managing money wisely. Communities would benefit from individuals who are more prepared, responsible, and capable. In summary, this class would grow with students at every stage: K–1 focusing on personal safety and simple kitchen help, grades 2–3 adding digital safety and basic cooking, grades 4–5 learning responsibility and safe stovetop use, grades 6–8 building independence with full meals, and grades 9–12 mastering adult life skills like meal-planning and emergency kitchen safety. By making safety and cooking central to life skills, schools would prepare students to thrive both at home and in the world.

I have always had a big heart for students with special needs. My passion began early, in first grade, when I met my best friend who had Down syndrome. From that moment on, I naturally gravitated toward being her helper, supporter, and friend. I looked forward to picking her up from her classroom every day so we could walk to lunch and recess together. Our bond only grew over the years. We were always paired up for school plays and events, and we had the unique opportunity to be Co-Misses of our elementary school—a leadership role we were honored to share. These early experiences taught me the joy and value of inclusion, and they sparked a desire in me to continue building relationships with individuals with disabilities. Even though I eventually moved to a different school, our friendship remained strong. I still attend her birthday parties every year, and we keep in touch regularly. Her impact on my life is one of the biggest reasons I feel called to work in inclusive settings today. Since then, I have sought out many opportunities to stay involved with the special needs community. One of the most meaningful experiences was volunteering with The Penguin Project, a national peer mentor program that pairs students with disabilities with peer mentors to perform in a theater production. I was partnered with an incredible young performer, and together we worked on memorizing lines, practicing choreography, and building confidence on stage. Seeing her shine during performances was one of the most rewarding experiences I’ve had. In addition, I have worked as a nanny for a preschooler with autism. This experience helped me develop patience, empathy, and a better understanding of the unique ways children on the autism spectrum communicate and interact with the world. It also strengthened my commitment to advocating for inclusive education and making sure every child feels seen, valued, and supported. As well as insight and a front row view as to how parents feel and handle the diagnosis process and challenges autism brings up that they have had no prior experience with. As sad as it is parents tend to blame teachers, and teachers blame parents. So to have this experience and see from both sides has been eye opening to say the very least and will definitely positively impact how I go about things. Through all these experiences, I’ve learned that supporting students with disabilities is not just something I enjoy, it’s something I feel deeply connected to. These relationships have shaped my heart, my perspective, and my future goals. I hope to continue working in environments where I can make a difference in the lives of students with diverse needs.

I have grown up around animals my entire, especially dogs. I have helped care for them and yes I loved them. However, in January 2021 I experienced a love I had never experiences before. With COVID I was having some anxiety issues and decided I wanted a dog of my own. After 2 failed attempts and heartbreak of people backing out of the sale of their puppies, my grandad drove me 6 hours to meet the sweet baby I was meant to have. Greyson Tate was born on Christmas day and to this day he is the absolute love of my life. He is a cream golden doodle and weighs approximately 45 pounds. He not only helped me with my anxiety, but he got me through my senior year of high school. I truly can't imagine my life without him! He loves me and understands me when no one else does. He loves to go on walks, and eat pup cups from ice cream stores and starbucks. He loves to go to the dog park and run and play with the other dogs. He will pause and look at me to make sure I am good and safe before he goes back to playing with his friends. I truly feel like he saved me. I don't mean I was about to take my life, but I was not myself for a while and Greyson brought me back!

My mom accepted a position in a new district my 7th grade year, which meant I transferred schools. I was excited, but nervous. I came from a school that used Standards Based Grading, which I thought was great because once I met benchmark standards I was allowed to help other students, but I was not challenged. This hurt me because I did not know how to study. The first 6 months were a struggle. My mom helped me to learn and practice good study skills. Just about the time I started to feel confident in my new found study skills, we were hit with devastating news. My dad was diagnosed with a brain tumor. I still remember the night my parents told me and my little sister the news. I am not sure what they said after the words “brain tumor” because I am pretty sure I stopped listening. My dad has always been the strongest person I have ever known, and all I could think about was losing him. My parents were honest with us through the entire process. When he went to Nashville for surgery we stayed with my aunt, so that we could be close. The day after his surgery we got to go visit. I had never seen my dad look so broken. The strongest man I ever knew was laying in the hospital bed with his entire head wrapped in gauze. He was hooked to so many machines. My dad had several complications so our grandparents took care of me and my sister. They took us to school and tried to make things as normal as possible. Once my dad did come home, it was really hard because he wasn’t himself. He was in a lot of pain, required therapy and his mood was not what we were used to. He was very weak, and unable to do many things for himself. After several months my dad slowly started to improve and was able to return to work and was doing about half the things he used to do. Physical labor wore him out, and he hated having to ask for help. In September of that same year dad was struggling but we weren’t sure why. An MRI revealed that my dad's tumor had started to grow back. My dad was referred to an Oncologist and within a few weeks there was a plan for my dad to undergo radiation. This was my 8th grade year. We had to move my dad to Nashville Monday-Friday, where he lived with his sister during treatment. It caused fatique, short term memory loss and frustration for my dad. My mom adjusted her work schedule to be to split her time between us and dad. My daddy wasn’t himself during this. The Sunday before my dad was to finish his radiation, my Pa (his dad) suffered a major heart attack and ended up being life flighted to the hospital next door to where my dad was completing his radiation treatments. The day he rang the bell signaling his completion of radiation, I remember walking from his treatment center across the parking lot to see my Pa was - something I will never forget. I was holding my dad's hand and I am not sure if I was being strong for him or if he was being strong for me. My dad was able to tell his daddy that he had completed his radiation treatment and my pa gave him a thumbs up and a tear rolled down his cheek. Unfortunately that was the last time my Pa was awake. Just a few days later my Pa died. We were all devastated and heartbroken. Somehow my daddy was able to continue to move forward and focus on his healing, but his heart was broken. My Pa was so special to all of us. I was his first grandchild and was super close to him. We have continued to move forward but as I have experienced things like starting high school, getting my drivers license etc. I wished my Pa was still here. I am so thankful my dad is here and that God healed him, cause I can’t imagine losing them both. We all talk about my Pa on a regular basis to keep his memory alive. My dad continues to do well, with minimum side effects, but it is hard to remember what he was like before his brain surgery and the loss of his dad. He has taught me how to perservere instead of giving up.

In high school I loved all things technology. I became certified in Microsoft Office. I took AP Computer Science and loved learning about coding. I plan to major in Education. I have been told I am gifted with the ability to make a difference in the lives of students with disabilities. I am currently keeping my options open becauase I love those students as well as computer science! Computer Science allows me to work alone and focus on the task at hand. I love the challenge and reward of building code or figuring out a tech problem. It is hard to explain to non tech people but it is an amazing feeling when you are able to manipulative technology to do what you want it to do.