I still remember the first time I saw someone live unapologetically as themselves. It wasn’t loud or dramatic—it was quiet, but powerful. They spoke with confidence about who they were, even knowing that not everyone would accept them. At the time, I was still trying to understand my own identity and where I fit in. Watching them be so open, despite the pressure and judgment they faced, made something click for me. It showed me that being yourself is not something to hide—it is something to stand in, even when it’s hard. That moment stayed with me, but what affected me even more were the stories I began to hear as I became more involved in the LGBTQIA+ community. I met people who had been rejected by their families, misunderstood by their peers, or made to feel like they had to shrink themselves just to be accepted. I remember one conversation in particular where someone told me they felt like they had to “choose between being themselves and being accepted.” That stuck with me. No one should ever feel like they have to make that choice. One experience that truly shaped me was attending a local LGBTQIA+ community event. It was one of the first times I saw what real acceptance looked like. People were laughing, expressing themselves freely, and supporting one another without hesitation. What stood out to me most was not just the joy, but the sense of safety. For many people there, that space was one of the only places they felt fully seen and accepted. It made me realize how rare that feeling can be—and how important it is to create more spaces like it. That realization is what pushed me toward activism. I began to understand that being part of a community is not just about belonging—it is about showing up for others. It is about making sure that the next person does not have to feel alone or invisible. Activism, to me, is not just about speaking out; it is about consistency. It is about creating environments where people feel safe every day, not just in certain spaces. As a future special education teacher, I plan to carry that mindset into my classroom. I want to build a space where every student feels accepted, respected, and valued for who they are. Students bring their full identities into the classroom, including their struggles and experiences. I want to be the teacher who recognizes that and makes sure no student feels like they have to hide any part of themselves. That means standing up against bullying, using inclusive language, and creating an environment where every student knows they belong. I also want to continue my involvement in community outreach and advocacy beyond the classroom. Whether it is volunteering, supporting local events, or simply being someone others can rely on, I want to contribute to building a more inclusive and understanding world. Change does not happen all at once, but it starts with individuals who are willing to take action and support others. Being part of the LGBTQIA+ community has taught me the importance of authenticity, resilience, and compassion. It has shown me that acceptance is not something that should be conditional. Everyone deserves to be treated with dignity and respect. Ultimately, I want to be someone who leads with that belief. I want to be a pillar of support for others—someone who creates safe spaces, stands up for what is right, and helps others feel seen. Because sometimes, all it takes is one person showing up to change someone’s life.

I still remember the moment I realized I wanted to work with students with special needs. It wasn’t in a classroom lecture or from a textbook—it was during my time volunteering at Awesome Life Academy in Naperville. I was working with a student who would often get frustrated and shut down when something felt too difficult. At first, I didn’t know how to help. I tried encouraging him, but it wasn’t enough. Over time, I learned to slow things down, break tasks into smaller steps, and focus on progress instead of perfection. One day, he completed a task on his own, looked at it, and then looked back at me with a sense of pride I will never forget. That moment showed me how powerful the right support can be, and it is why I am pursuing a career in special education. I am currently a student at Illinois State University studying Special Education, where I have maintained a 3.9 GPA. As a first-generation and low-income college student, my journey has not always been easy. There have been moments of uncertainty and pressure, but those experiences have taught me resilience and discipline. More importantly, they have helped me develop empathy—something I believe is essential for anyone working with students who face their own challenges every day. Through my volunteer work and personal experiences, I have come to understand that many individuals with special needs are often overlooked or misunderstood. Too often, they are defined by what they struggle with rather than what they are capable of achieving. This is something I am deeply passionate about changing. I want to be someone who helps shift that perspective, not only in my classroom, but in the broader community as well. In my future career, I plan to make a positive social impact by creating an environment where students feel supported, valued, and capable. I want to build a classroom where students are not afraid to try, fail, and grow. For many students with special needs, confidence is one of the biggest barriers to success. I want to help my students develop that confidence by recognizing their progress, celebrating small wins, and consistently reminding them of their potential. Beyond the classroom, I also want to advocate for better support systems and resources for students with special needs. Whether that means working with families, collaborating with other educators, or supporting inclusive practices within schools, I want to be involved in creating a more accessible and understanding environment. Every student deserves the opportunity to succeed, and I believe that starts with having educators who are willing to go the extra mile. My goal is not just to teach academic content, but to make a lasting impact on the lives of my students. I want to be someone who notices the student who is struggling quietly, who takes the time to understand their needs, and who helps them believe in themselves again. If I can help even one student gain confidence, develop independence, and see their own value, then I will know I am making a difference. Ultimately, my passion for working with students with special needs comes from a desire to serve others and create meaningful change. I am committed to using my education and experiences to advocate for those who may not always have a voice and to build a future where all students are given the opportunity to succeed.

When I was younger, I remember sitting in class trying to understand a lesson that just was not clicking. No matter how many times it was explained, it still felt confusing. It wasn’t until a teacher drew it out visually—using colors, arrows, and simple diagrams—that everything finally made sense. That moment stuck with me because it showed me how powerful visual learning can be, and it is something I plan to prioritize in my future classroom. For my poster design, I focused on the Common Core math standard CCSS.MATH.CONTENT.2.NBT.B.5, which involves understanding place value and using it to perform multi-digit addition. I chose this standard because it is a foundational skill that many students struggle with, especially those who benefit from more visual and hands-on support. Place value can feel abstract when taught only through numbers, but when students can see how numbers are built, it becomes much easier to understand and apply. The visual strategy behind my poster is centered on making this abstract concept concrete. I used color theory by assigning specific colors to each place value: ones in blue, tens in green, and hundreds in red. This consistent color coding helps students visually organize numbers and quickly recognize patterns. By connecting each place value to a color, students can better separate and understand how numbers are structured. The layout of the poster is intentionally simple and easy to follow. Information is organized from left to right, beginning with a visual breakdown of a number into place value blocks, followed by a step-by-step example of addition. Arrows and labels guide students through each step, helping them stay focused and reducing confusion. This structure is especially helpful for students who struggle with attention or processing information. Typography also plays an important role in reinforcing learning. I used large, clear fonts for key terms such as “ones,” “tens,” and “hundreds,” along with bolded numbers to highlight important steps. This makes the poster easy to read and allows students to quickly identify key information without feeling overwhelmed. Imagery is another critical component of the design. I included base-ten blocks and grouped visuals so students can “see” the math instead of only calculating it. For many learners, especially in special education, these visuals provide a stronger connection to the concept and make learning more meaningful. Visual learning is essential in modern K-12 classrooms because students do not all learn the same way. Many students struggle to fully understand concepts through lecture or text alone. Visuals make learning more engaging, easier to process, and more memorable. They also support students with learning differences, language barriers, and attention challenges by giving them another way to access the material. As a future special education teacher, I plan to consistently use visual strategies like this to support my students. My goal is to create a classroom where every student has the opportunity to understand and succeed. When students can see what they are learning and connect it to something meaningful, it builds confidence and encourages them to keep trying. That is the kind of impact I hope to make.

I am passionate about becoming a special education teacher because I know what it feels like to sit in a classroom and not fully understand what is happening, yet feel too embarrassed to ask for help. I remember being that student—quiet, unsure, and hoping no one would notice I was falling behind. It was not that I did not care. It was that I did not want to feel different. One day, a teacher noticed anyway. Instead of calling me out in front of others, she pulled me aside after class, sat down next to me, and explained the material in a way that finally made sense. Before I left, she looked at me and said, “You’re capable of more than you think.” That moment stayed with me. It was the first time I truly felt seen, and it changed the way I viewed myself. Years later, I found myself on the other side of that experience while volunteering at Awesome Life Academy in Naperville. Working with students who have special needs opened my eyes in a way I was not prepared for. I quickly realized that many of these students carry that same quiet frustration I once felt, but at a much deeper level. They are often misunderstood, overlooked, or defined by what they struggle with instead of what they are capable of. I saw students who would shut down when something felt too difficult, not because they lacked ability, but because they had lost confidence in themselves. One student I worked with would often become overwhelmed and give up before even trying. At first, I did not know how to help him. I would encourage him, but my words alone were not enough. Over time, I learned to slow everything down. I broke tasks into smaller steps, sat beside him, and focused on progress instead of perfection. The first time he completed something on his own, it was not a big assignment or a perfect result—but it meant everything. I remember the way he looked at his work, then back at me, almost surprised that he had done it. That small moment carried more weight than any test score. It was confidence beginning to grow. Experiences like that are why 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,” means so much to me. To me, a sense of one’s own presence is not just awareness—it is belief. It is the moment a student realizes, “I matter. I belong here. I am capable.” For many students with special needs, that feeling does not come easily. They are often surrounded by labels, expectations, and comparisons that make them question their worth. A teacher has the ability to change that. A teacher can help a student move from feeling invisible to feeling understood. My mission as a future special education teacher is to guide my students toward that belief in themselves. I want to create a classroom where students feel safe enough to try, fail, and try again without fear of judgment. I want to be patient in moments of frustration and consistent in my support. I want my students to know that progress matters more than perfection and that their effort is seen even when results take time. Every student learns differently, and instead of expecting them to fit into one way of learning, I want to adapt my teaching to meet them where they are. I also want to help my students grow beyond academics. Many students with special needs struggle with confidence long before they struggle with content. I want to remind them that they are more than a diagnosis or a label. I want them to see their strengths, recognize their growth, and understand that their future is not limited by the challenges they face today. If I can help a student speak up when they once stayed silent, attempt something they once avoided, or believe in themselves when they once doubted everything, then I will know I am making the impact I set out to make. My journey to this point has not been perfect. As a first-generation and low-income college student at Illinois State University, I have had to work hard to stay focused and continue moving forward. Maintaining a 3.9 GPA has taken discipline, sacrifice, and persistence. There have been moments of stress and uncertainty, but those experiences have shaped me into someone who understands struggle, not just academically, but personally. That understanding is something I will carry into my classroom. I do not want to just teach students—I want to relate to them, support them, and remind them that they are not alone in what they are going through. If I were to describe my mission as a fairy tale, I would picture myself as a guide walking beside students through a dark and confusing forest. The path would not be clear, and there would be moments where students feel lost or want to turn back. Some would move quickly, while others would need more time, reassurance, and encouragement. My role would not be to drag them forward or carry them through, but to walk beside them, light the path, and remind them of their strength when they begin to doubt it. There would be moments where they stop and say they cannot do it. In those moments, I would remind them of how far they have already come. Step by step, they would begin to move forward again. Slowly, the forest would begin to open up, and they would see a clearing ahead. When they finally reach it, they would realize something important—the strength they needed was inside them all along. I was never the hero of their story. I was simply the one who helped them see that they could be their own. That is what being a special education teacher means to me. It is not about having all the answers or being perfect. It is about showing up every day with patience, compassion, and a willingness to help students grow. It is about helping students discover their worth, their voice, and their presence. I am passionate about this profession because I want to make a lasting difference. I want to be the person who notices the student sitting quietly, unsure of themselves, and gives them the support they need to believe again. I want to change the way students see themselves, just like someone once did for me. Ultimately, I believe education is about more than learning information. It is about changing lives. By helping students experience a sense of their own presence, I hope to give them something that lasts far beyond the classroom—the belief that they matter, that they are capable, and that they are never as limited as they once thought.

I want to become a special education teacher because I have seen how much of a difference the right support can make in a student’s life. Not every student learns the same way, and I believe every student deserves someone who is willing to meet them where they are and help them grow. For me, teaching is not just about academics—it is about building confidence, creating opportunities, and helping students believe in themselves. My passion for special education grew through my volunteer experience at Awesome Life Academy in Naperville. Working with students who have special needs changed my perspective on what success really looks like. I quickly learned that progress is not always measured by grades or test scores. Sometimes, success is a student staying focused longer than they did before, completing a task independently, or simply believing they are capable. Those small moments are what make a lasting impact. One experience that stood out to me was working with a student who would often become frustrated and give up when something felt too difficult. Instead of pushing him to keep up with others, I learned to slow things down, break tasks into smaller steps, and celebrate progress along the way. Over time, I saw his confidence begin to grow. He started to participate more, take pride in his work, and believe in himself. That transformation showed me how powerful patience and encouragement can be, and it reinforced my desire to become a teacher who makes a real difference. Another reason I am drawn to special education is because I understand what it feels like to struggle and not want to ask for help. When I was younger, there were times I didn’t fully understand what was being taught, but I was too embarrassed to speak up. It took a teacher noticing and taking the time to help me individually for me to gain confidence. That experience stayed with me, and it is something I want to provide for my future students. I am currently pursuing a degree in Special Education at Illinois State University, where I have maintained a 3.9 GPA. As a first-generation and low-income college student, I have had to stay disciplined and work hard to continue my education. These experiences have taught me resilience and have helped me develop empathy—qualities that are essential for working with students who need extra support. In my future classroom, I want to create an environment where students feel safe, supported, and encouraged to grow. I want to be someone my students can rely on, not just for academic help, but for encouragement and understanding. I believe that every student has potential, and it is my responsibility to help them see it. Ultimately, I want to become a special education teacher because I want to make a lasting impact. I want to help students who may feel overlooked or misunderstood gain confidence, develop life skills, and realize their worth. If I can help even one student believe in themselves and achieve something they once thought was impossible, then I will know I am making the difference I set out to make.

I have always believed that the best way to create a legacy is to build something that impacts others long after you are gone. For me, that starts with entrepreneurship. I am currently in the early stages of building my own media business, and in just the past month, I have generated $2,500 in revenue. While that number may seem small to some, to me it represents something much bigger—it is proof that I can take an idea, put in consistent effort, and turn it into something real. My goal is to grow this media business into something that not only generates income, but also creates opportunities for others. I want to work with local businesses, helping them improve their online presence through content creation, video, and social media marketing. Many small businesses struggle to stand out or attract the right customers, and I see an opportunity to provide real value by helping them grow. At the same time, I want to eventually expand this into a larger operation where I can bring on others, give them opportunities, and build something that extends beyond just myself. Creating a legacy for me is not just about money—it is about impact. I want to be known as someone who took action, built something from nothing, and used it to help others succeed. Coming from a low-income background, I understand what it feels like to have limited resources and to have to figure things out on your own. That has pushed me to think differently and to take ownership of my future. Entrepreneurship gives me the ability to create my own path instead of waiting for opportunities to come to me. In addition to my business goals, I also plan to use my career in education to make a difference. As a special education major at Illinois State University, I am passionate about helping students who may feel overlooked or misunderstood. I want to create a classroom where students feel supported, valued, and capable of success. My volunteer experience at Awesome Life Academy has shown me how powerful the right support can be, and I want to bring that same mindset into both my teaching career and my business. I believe I “shine my light” by showing up consistently, working hard, and being someone others can rely on. Whether it is through volunteering, helping a student, or working with a client, I try to bring effort and intention into everything I do. I also try to lead by example. Starting a business while being a full-time college student is not easy, but it has taught me discipline, time management, and persistence. It has also shown me that growth comes from taking risks and staying committed, even when things are uncertain. Looking ahead, I want my media business to become something that continues to grow and create opportunities for others. I want to combine entrepreneurship with purpose—helping businesses grow while also using my platform to inspire others who may feel like they are starting with nothing. My goal is to build something that lasts and to leave an impact not only through what I create, but through the people I help along the way. That is the legacy I want to build: one rooted in growth, service, and creating opportunities for others. By continuing to work hard, stay consistent, and trust the process, I believe I can turn what I am building now into something that makes a lasting difference.

Cancer has had a deep impact on my life through the loss of my grandmother, who recently passed away after battling cancer that spread throughout her body. Watching someone I loved go through that experience was incredibly difficult, but it also changed the way I view life, relationships, and my future. My grandma was one of the most important people in my life, and even during her illness, she remained strong, positive, and focused on others. The way she carried herself through such a hard time is something I will always remember. During her battle with cancer, I saw firsthand how quickly life can change. There were moments where things seemed hopeful, and others where reality became overwhelming. Through it all, my grandma continued to encourage me, ask about school, and remind me to stay focused on my goals. Even when she was struggling physically, she still found ways to care about the people around her. That had a huge impact on me. It showed me what it truly means to be selfless and to continue showing up for others, even in the hardest moments. Losing her was one of the hardest things I have gone through, but it also gave me a new perspective. It made me realize how important it is to make a difference in people’s lives while you can. My grandma had a way of making people feel supported, valued, and cared for, and that is something I want to carry into my own life and career. This experience has directly influenced my educational goals. I am currently pursuing a degree in Special Education at Illinois State University, where I have maintained a 3.9 GPA. My passion for teaching comes from a desire to help students who may feel overlooked or misunderstood, just like my grandma always made sure no one around her felt invisible. I want to create a classroom where students feel supported, encouraged, and confident in their abilities, regardless of the challenges they face. Through my volunteer experience at Awesome Life Academy, I have seen how powerful the right support can be. I have worked with students who need patience, encouragement, and individualized attention, and I have seen how even small moments of progress can build confidence. These experiences have reinforced my desire to become an educator who makes a lasting impact, not just academically, but emotionally as well. My grandma’s strength and compassion are a big part of why I am passionate about special education. She taught me the importance of caring for others, being patient, and always doing your best, even when things are difficult. I want to bring those same qualities into my classroom and be someone my students can rely on. Although losing my grandma to cancer has been incredibly difficult, it has given me a greater sense of purpose. It has motivated me to work harder, stay focused on my goals, and use my future career to make a positive difference in the lives of others. I want to honor her by becoming the kind of person who shows up for others, supports them through challenges, and helps them see their own potential. Ultimately, my passion for special education comes from a desire to make a meaningful impact, just like my grandma did. I want to be clear, I don't have cancer, but her life and her strength continue to inspire me every day, and I am committed to carrying that forward through my work as a future educator.

Mental health and suicide prevention are critical topics among my generation because so many people are struggling silently. With the pressure of school, social expectations, and constantly comparing ourselves to others through social media, it can feel overwhelming at times. Many students feel like they have to appear strong or have everything figured out, which leads them to keep their struggles to themselves. This is what makes mental health so important—because when people do not feel comfortable speaking up, small struggles can quickly become much bigger problems. While I have not experienced extreme situations, I have seen how mental health affects people around me and how easy it is for someone to feel overwhelmed. I have had friends who struggled with stress, anxiety, and self-doubt, especially when it comes to school and their future. Watching people I care about go through those challenges made me realize how important it is to simply be there for someone. Sometimes, just listening or checking in can make a bigger difference than people realize. These experiences have shaped my beliefs about mental health in a big way. I believe that mental health should be taken just as seriously as physical health. No one would ignore a physical injury, yet many people ignore emotional struggles because they feel embarrassed or think they should be able to handle it on their own. I have learned that asking for help is not a weakness—it is actually one of the strongest things a person can do. This mindset has also helped me become more aware of my own mental health and the importance of staying balanced, especially during stressful times. My understanding of mental health has also impacted my relationships. I try to be someone who people feel comfortable talking to without fear of judgment. Whether it is a friend going through a tough time or someone who just needs to talk, I have learned the importance of being patient and supportive. I have also realized that checking in on people, even with something simple, can go a long way. These small actions can help someone feel less alone, which is one of the most important parts of preventing deeper mental health struggles. My experiences have also influenced my career aspirations as a future special education teacher. Working with students who may already face challenges in learning or communication requires a strong understanding of emotional well-being. I want to create a classroom where students feel safe, supported, and understood. Many students with special needs may struggle not only academically but also emotionally, and I want to be the kind of teacher who recognizes that and provides support beyond just schoolwork. In my future classroom, I plan to prioritize both education and mental well-being. I want my students to know that it is okay to struggle and that they are not alone. By creating a positive and encouraging environment, I hope to build confidence in my students and help them develop both academically and personally. Mental health and suicide prevention matter because they affect every part of a person’s life. By continuing to raise awareness, support one another, and encourage open conversations, we can help create a generation where people feel safe asking for help. I want to be part of that change—not only in my personal life, but also in my future career as an educator.

The moment that truly led me toward a career in special education didn’t come from a textbook—it came from my time volunteering at Awesome Life Academy in Naperville. Working directly with students who have special needs changed the way I see education, patience, and what it means to make a real difference in someone’s life. Those experiences showed me that success is not always measured by grades or test scores, but by growth, confidence, and the ability to do something today that once felt impossible. At Awesome Life Academy, I have had the opportunity to work closely with students who learn in ways that are different from the traditional classroom. At first, I was unsure of how to best support them, but over time, I learned the importance of patience, encouragement, and adapting to each student’s individual needs. I saw firsthand how even small moments—like a student completing a task independently or communicating something clearly—can be huge victories. Those moments stuck with me and made me realize how powerful the role of an educator can be. One experience that stood out to me was working with a student who struggled to stay focused and often became frustrated during activities. Instead of pushing him to keep up with everyone else, I learned to slow things down, break tasks into smaller steps, and celebrate progress along the way. Over time, I saw his confidence begin to grow. He started to engage more, take pride in his work, and believe in himself. That transformation showed me that the right support can completely change a student’s mindset and future. These experiences are what led me to pursue a degree in Special Education at Illinois State University, where I currently maintain a 3.9 GPA. I want to become a teacher who meets students where they are and helps them move forward, no matter their starting point. My goal is to create a classroom where students feel supported, valued, and capable of success, even when learning looks different for them. Through my volunteer work, I have learned that students with special needs do not need to be “fixed”—they need to be understood, supported, and given opportunities to succeed in their own way. I have learned how important it is to build trust, show consistency, and create an environment where students feel safe to try, fail, and try again. These lessons will stay with me throughout my career and shape the kind of educator I become. In addition to my passion for teaching, I also face financial challenges as a first-generation and low-income college student. Paying for college has been a constant concern, and I am working hard to continue my education while managing those financial pressures. Receiving this scholarship would significantly reduce that burden and allow me to focus more fully on my studies and my goal of becoming a special education teacher. Ultimately, I want to dedicate my life to helping students with special needs build confidence, develop life skills, and recognize their own potential. My experiences at Awesome Life Academy have shown me that even small acts of support can have a lasting impact. I am committed to being that support for my future students and making a meaningful difference in their lives.

I didn’t always know I wanted to become a teacher, but I did grow up understanding what it feels like to need someone in your corner. One moment that stands out to me happened when I was younger and struggling in school. I remember sitting in class, not fully understanding what was being taught, but being too embarrassed to ask for help. It wasn’t that I didn’t care—I just didn’t want to feel behind. A teacher noticed that. Instead of calling me out, she pulled me aside after class, explained things in a way I could actually understand, and told me something simple that stuck with me: “You’re capable of more than you think.” That moment didn’t just help me academically—it changed the way I saw myself. Looking back, it wasn’t just about the lesson that day. It was about having someone take the time to care. That experience is a big part of what inspired me to pursue a degree in Special Education at Illinois State University, where I currently maintain a 3.9 GPA. I want to be that teacher for students who may be struggling silently, just like I was. As a first-generation and low-income college student, I have faced challenges that have shaped who I am today. There have been moments where things felt uncertain, where I had to figure things out on my own, and where giving up might have been the easier option. But those experiences taught me resilience. They taught me how to stay disciplined, work hard, and keep moving forward even when things are not perfect. More importantly, they helped me develop empathy—something I believe is one of the most important qualities a teacher can have. My passion for special education comes from a desire to work with students who often feel overlooked or misunderstood. I have seen how easy it is for students to lose confidence when they learn differently or fall behind. I want to change that. I want to create a classroom where students feel safe to ask questions, take risks, and grow without fear of judgment. I want to meet students where they are and help them take the next step forward, no matter how big or small that step may be. I plan to use my experiences to inspire my future students. I want them to understand that their circumstances do not define their potential. By sharing parts of my own journey, I hope to show them that hard work, perseverance, and faith can carry them further than they think. I want to be honest with them about challenges while also showing them that growth is always possible. Beyond academics, I want to focus on building confidence and life skills in my students. In special education, success is not always measured the same way it is in a traditional classroom. Sometimes success looks like a student gaining the confidence to speak up, complete a task independently, or simply believe in themselves. I want to celebrate those moments, because those are the moments that truly change lives. The story of Dr. Connie M. Reece resonates with me because of her willingness to go wherever she was needed and to serve students who required extra support. That is the kind of teacher I strive to become. I do not just want to teach content—I want to make a lasting impact on the lives of my students. Receiving this scholarship would not only help ease the financial burden of being a college student, but it would also allow me to continue pursuing my goal of becoming an educator who makes a difference. I am committed to using my education to give back, support others, and be a consistent source of encouragement for my future students. Ultimately, what inspired me to become a teacher is the understanding that one person can change the direction of someone’s life. I experienced that firsthand, and now I want to be that person for others. My goal is to create a classroom where every student feels valued, supported, and capable of success. If I can help even one student see their potential the way my teacher helped me see mine, then I will know I am making the impact I set out to make.