As a first-generation Mexican American and the youngest of five siblings, my journey has been shaped by resilience, cultural pride, and a deep commitment to education. Born and raised in the vibrant central coast community of California, where the sounds of Spanish mingled with the hum of opportunity, I witnessed my parents' sacrifices firsthand. They crossed borders and built a life from scratch, instilling in me the value of hard work and the power of knowledge. Growing up in a household where English was a second language and higher education seemed like a distant dream, I became the trailblazer—the one who would turn aspirations into reality. My path led me from California to Arizona State University, where I earned my undergraduate degree in Communication Studies. This field honed my ability to articulate stories, bridge cultural divides, and advocate for underrepresented voices. At ASU, I navigated the challenges of being a first-gen student: balancing part-time jobs, financial aid applications, and the pressure to succeed without a familial roadmap. Yet, these experiences fueled my passion. I volunteered with Latino student organizations, mentoring peers on college applications and cultural identity, drawing from my own struggles to empower others. Living in Arizona exposed me to diverse perspectives on immigration and identity, reinforcing my desire to amplify Chicano narratives. Now, as a graduate student at the University of Texas at San Antonio (UTSA) pursuing a degree in Chicano Studies, I am immersing myself in the rich history and contemporary issues of Mexican American communities. UTSA's location in the heart of Texas, a state with profound Latino roots, feels like a homecoming. My coursework explores themes of migration, social justice, and cultural preservation—topics that mirror my lived experiences across three states. From California's coastal diversity to Arizona's desert resilience and Texas's bold spirit, each move has enriched my understanding of what it means to be Mexican American in a multifaceted America. My ultimate goal is to become a college professor, where I can blend my communication expertise with Chicano Studies to inspire the next generation. I envision classrooms where first-gen students like me see themselves reflected in the curriculum, equipped with tools to overcome barriers. Through research and teaching, I aim to give back to my community by addressing educational inequities, perhaps developing programs that support Latino youth in higher education. This scholarship would alleviate financial burdens, allowing me to focus on my studies and community outreach without the distraction of mounting debt. In essence, my story is one of transformation—from a wide-eyed child in California to a dedicated scholar in Texas. By honoring my roots and leveraging my experiences, I am committed to fostering a more inclusive academia. As the youngest sibling, I've learned to stand on the shoulders of those before me; now, I want to lift others up.

What I want to build is a creative mentorship program that empowers young people in underserved communities to discover and develop their artistic talents—whether in writing, music, visual arts, or digital media. I envision a space where creativity is not just nurtured but celebrated as a tool for personal growth, emotional expression, and community transformation. Growing up in a neighborhood where resources were scarce and opportunities limited, I often found refuge in storytelling and music. These outlets helped me process challenges and imagine a future beyond my immediate circumstances. But I also saw many peers with incredible potential who never had the chance to explore their creative gifts. That’s why I’m committed to building a program that offers workshops, mentorship, and access to materials and platforms for young creatives to thrive. The program will include hands-on workshops led by local artists and educators, covering disciplines such as poetry, painting, podcasting, and video production. Participants will be paired with mentors who guide them through creative projects and help them set personal and professional goals. Community showcases will allow students to present their work, build confidence, and foster pride in their neighborhoods. Additionally, a digital hub will provide access to resources and collaboration opportunities beyond the physical space. Personally, this initiative aligns with my passion for education, creativity, and social equity. It will allow me to grow as a leader, educator, and advocate while giving back to the community that shaped me. For the community, it will offer a safe, inspiring space where young people can channel their energy into something meaningful. It will also help shift narratives—showing that talent and brilliance exist everywhere, even in places often overlooked. By building this program, I hope to spark a ripple effect: one young artist inspiring another, one story changing a perspective, one community growing stronger through shared expression. With the support of this scholarship, I’ll be one step closer to turning this vision into reality.

My Journey into Christianity As the youngest of five children in a large, faith-centered family, my journey into Christianity was not a singular moment of revelation but a lifelong immersion in the love and guidance of Jesus Christ. From my earliest memories, faith has been the cornerstone of my life, woven into the fabric of our family’s daily routines—prayers before meals, bedtime devotions, and Sunday mornings spent in worship. My parents, devout Christians despite neither having graduated high school, modeled a life of service, compassion, and trust in God, which shaped my understanding of what it means to follow Jesus. As a first-generation college student, the first in my family to pursue and receive an undergraduate degree and now a master’s degree, my faith has been the anchor that kept me grounded through uncharted academic and personal terrain. Growing up, I was surrounded by the stories of the Bible, which my mother would read to us with a warmth that made the characters feel alive. I remember being captivated by the story of David and Goliath, not just for the drama of a young boy defeating a giant, but for the unwavering faith David had in God’s strength. That story became a touchstone for me, a reminder that no obstacle is too great when you walk with the Lord. My siblings, each with their own unique relationship with faith, were also my guides. As the youngest, I watched them navigate life’s challenges—school pressures, friendships, and personal doubts—always returning to prayer and scripture for clarity. Their example taught me that faith is not the absence of struggle but the courage to lean on God through it. I cannot say I ever strayed from God, not because I am without flaw, but because His presence has always been steadfast, a gentle hand guiding me back when I faltered. There were moments of doubt, of course—times when the world’s noise threatened to drown out His voice. In high school, I faced the pressure to conform, to prioritize popularity or academic success over my values. As a first-generation student, the weight of being the first in my family to pursue higher education added another layer of challenge. Yet, every time I felt myself drifting, I sensed God’s pull—a verse remembered from Sunday school, a quiet moment of prayer, or a kind word from a family member that reminded me of His love. My faith became my compass, not just a belief but a living, breathing guide that oriented me toward purpose and peace. This journey has deepened my understanding of Christianity as a call to action. Following Jesus means embodying His teachings—loving others, serving the vulnerable, and seeking justice. I’ve carried this into my life through volunteering at our church’s food pantry, mentoring younger children in our youth group, and striving to be a source of kindness in my community. My faith is not just a personal refuge; it is a commitment to reflect God’s light in a world that often feels dark. Career Aspirations and Goals My career aspirations are deeply rooted in my faith and the values instilled in me through my upbringing. I am currently pursuing a master’s degree at the University of Texas at San Antonio (UTSA) in Multidisciplinary Studies, receiving 2 degrees in Mexican American Studies as well as Project Management, driven by a desire to become a college professor. My goal is to inspire and educate the next generation, particularly first-generation students like myself, helping them navigate the challenges of higher education with confidence and purpose. I want my classroom to be a space where students feel seen, valued, and empowered to pursue their dreams, just as my faith has empowered me. In the short term, I aim to excel in my master’s program at UTSA, gaining the advanced knowledge and research skills necessary to succeed in academia. I am particularly interested in researching the divide between low income students and the educational opportunities they have or do not have and how it translates to pursuing college degrees. I believe this area aligns with my passion for helping those who are most in need. I also plan to engage in teaching assistantships or research projects that allow me to hone my skills as an educator and scholar, building a strong foundation for my future career. Long-term, I envision myself as a tenured college professor, leading a classroom that fosters critical thinking, compassion, and a commitment to social good. I hope to mentor students, particularly those who, like me, are the first in their families to attend college, helping them overcome barriers and achieve their potential. Additionally, I aim to contribute to my field through research and publications that address [insert relevant issue, e.g., systemic inequalities in education, access to mental health resources, or community development]. My faith will guide this work, ensuring that I approach every challenge with humility, empathy, and a commitment to God’s purpose for my life. How the Scholarship Supports My Academic and Professional Endeavors Receiving this scholarship would be a transformative step toward achieving my academic and professional goals. As a first-generation student from a family where neither parent graduated high school, I have witnessed the financial sacrifices my parents made to support our large family. While their love and encouragement are boundless, the financial burden of pursuing a master’s degree is significant. This scholarship would alleviate some of that pressure, allowing me to focus on my studies at UTSA without the constant worry of tuition costs or mounting student loans. Academically, the scholarship would enable me to access resources that enhance my learning, such as specialized software, academic conferences, or research materials that deepen my expertise in education. It would also provide the flexibility to pursue unpaid teaching or research opportunities, which are critical for building the credentials needed to become a college professor but often inaccessible due to financial constraints. By reducing the need to work long hours to support myself, the scholarship would give me the time and energy to fully engage in my graduate studies, from conducting research to collaborating with faculty mentors. Professionally, this scholarship would empower me to take bold steps toward my goal of becoming a college professor. For example, it could fund travel to academic conferences where I can present my research, network with other scholars, and gain visibility in my field. These experiences would not only strengthen my resume but also build my confidence and clarity in pursuing a career that aligns with my faith and values. As a professor, I want to create a legacy of service, inspiring students to see education as a tool for transformation, just as it has been for me. Moreover, the scholarship would be a testament to the power of community support, reinforcing my belief that God works through others to uplift His people. It would inspire me to pay it forward by mentoring future first-generation students, advocating for accessible education, and contributing to my community in meaningful ways. My faith teaches me that every blessing is an opportunity to bless others, and this scholarship would be a catalyst for that cycle of giving. Future Plans and the Scholarship’s Role Looking ahead, my future plans are both personal and professional, all guided by my faith. Professionally, I aim to complete my master’s degree at UTSA and pursue a doctoral program, positioning myself to become a college professor within the next seven to ten years. I want to teach in a way that reflects Jesus’ love and compassion, creating inclusive classrooms where students from all backgrounds feel valued. Beyond teaching, I hope to publish research that addresses ethnic inequality, contributing to solutions that uplift communities. Personally, I aspire to continue growing in my faith, perhaps by leading Bible studies, participating in mission trips, or raising a family grounded in Christian values. The scholarship will play a pivotal role in these plans by providing the financial foundation to complete my master’s degree without compromise. It will allow me to graduate with less debt, giving me the freedom to pursue a career in academia, where starting salaries can be modest, without the burden of overwhelming loans. This financial support will also enable me to focus on building a strong academic portfolio, from publishing papers to gaining teaching experience, which are essential for securing a faculty position. Additionally, the scholarship will honor the sacrifices of my family, who, despite their lack of formal education, instilled in me the value of learning and faith. It will allow me to carry their legacy forward as the first in our family to achieve an undergraduate degree, pursue a master’s degree, and aspire to a doctorate. Proverbs 1:5 reminds us, “Let the wise hear and increase in learning,” and this scholarship will enable me to live out that wisdom, using my education to serve others and glorify God.

Breaking Barriers, Building Futures: My Mission Beyond Graduation Earning my college degree—particularly my master’s degree from the University of Texas at San Antonio—has never just been about personal achievement. It is about transformation. It is about rewriting generational narratives, creating space in rooms where voices like mine have been historically underrepresented, and paving the way for others to follow. As a first-generation, low-income student whose parents did not complete high school, my path to higher education has been filled with obstacles—but even more so, with purpose. I am a Christian and follower of Christ, and share that so you can understand the walking by faith journey I am on through my educational journey. I do not know how these chapters of my life will be written, but believe with God leading my steps, I am in the midst of writing an incredible journey. By faith, I am believing I will have the necessary funds to finance my education and applying for scholarships is a step in fulfilling this dream. Once I graduate, my mission is to serve, teach, and lead. My ultimate goal is to become a college professor who not only imparts knowledge but actively works to close equity gaps in education. I want to be a professor who helps underrepresented students not only survive in academic spaces but thrive in them. I want to contribute to research that uplifts marginalized communities, informs policy change, and promotes inclusive practices in higher education. But most of all, I want to be the kind of educator who reflects the potential of students like me—those who were told they couldn’t or wouldn’t make it, and who now dare to dream bigger than their circumstances ever allowed. This scholarship would be a vital step in helping me turn those dreams into action. Financial support is more than just relief from the stress of tuition or living costs—it’s a bridge to opportunity. Receiving this scholarship would allow me to focus more intently on my academic work, pursue leadership development opportunities, and invest time in research and community-based projects that align with my professional goals. Without the constant weight of financial uncertainty, I would have the freedom to grow intellectually, engage in deeper work, and lay the foundation for my doctoral studies. I plan to pursue a Ph.D. in education or a related field and eventually work in higher education, contributing to the future of college teaching and learning. While the degree will open doors, I am committed to opening them for others, too. Throughout my academic journey, I have made service and mentorship a priority. I’ve mentored fellow first-generation students, facilitated college readiness workshops for Latinx youth, and volunteered with local nonprofits that connect low-income families with mental health and educational resources. I know what it feels like to navigate complex systems without a guide, so I’ve chosen to become the person I once needed—a source of clarity, encouragement, and cultural understanding. These experiences have strengthened my belief that education is one of the most powerful tools for liberation and social justice. I am especially passionate about serving the Latinx community, whose rich culture, language, and resilience continue to inspire my work. Too often, Latinx students are underrepresented in higher education—not because of lack of talent, but because of systemic inequities. I want to help change that by advocating for culturally responsive teaching, multilingual support services, and community-based learning that affirms students’ identities rather than asking them to leave them at the door. After earning my degree, I plan to work as a faculty member at a university that values diversity, equity, and community engagement. I hope to teach courses that inspire students to challenge systems, to think critically, and to develop their voices—not just for academic success but for real-world impact. I also aim to conduct research centered on educational equity, cultural identity, and access to mental health services in underserved communities. These intersecting themes are deeply personal to me and are essential to building more just and inclusive educational systems. This scholarship will help me continue this work and expand it. With financial support, I can dedicate time to developing culturally responsive curriculum, leading academic workshops, and engaging in partnerships with community organizations that share my vision. Additionally, I can attend conferences and seminars that will help me connect with educators and researchers nationwide, giving me access to new ideas and collaborative networks. But beyond professional ambitions, what I hope to accomplish after graduating is deeply rooted in family and community. I want to be a role model—not just for my younger relatives who are now dreaming of college, but for the many students I will one day teach who come from stories like mine. I want to be a reminder that intelligence is not determined by privilege, and that resilience is a kind of genius in its own right. My success is not mine alone; it is carried by every person who told me I could, by every challenge that pushed me, and by every student I hope to serve in the future. This scholarship would allow me to keep walking that path without having to pause or compromise due to financial hardship. It would help me finish strong, continue my education, and build a future that gives back tenfold. It would be an investment not only in my future but in the futures of those I will teach, mentor, and serve. It's my intent to live out the educational and career goals my ancestors never had the opportunity for. In conclusion, earning my college degree is only the beginning. I am driven not only by personal ambition but by a deep commitment to make higher education more inclusive, more accessible, and more empowering. I want to become a college professor who inspires and advocates. I want to use research to spark change and build bridges between institutions and communities. And I want to help first-generation, low-income, and underrepresented students see themselves not only in college—but in leadership, in scholarship, and in success. With the help of this scholarship, I can take one step closer to that vision.

Life has not handed me easy answers, but it has taught me how to rise with resilience and lead with purpose. As a first-generation college student from a low-income Mexican American background, I’ve faced challenges that could have easily stopped me in my tracks. But instead, they became fuel—pushing me to work harder, reach higher, and uplift those walking a similar path. Neither of my parents completed high school, and college was never discussed in our home—not because of a lack of love, but because survival came first. From a young age, I understood the value of education not as a given, but as a rare and hard-won opportunity. I supported myself through school while navigating complex systems without guidance. I worked multiple jobs, overcame academic self-doubt, and pushed forward even when exhaustion set in. Now, I’m proudly completing my master’s degree at the University of Texas at San Antonio—proof that determination can carve paths where none existed. But success means little if it’s only personal. I’ve made it a priority to extend a hand to others, especially those who feel unseen or unheard. Throughout my academic journey, I’ve mentored undergraduates, many of whom are also first-gen students, helping them navigate financial aid, coursework, and career decisions. I remember what it felt like to not know who to ask, so I’ve worked hard to be the person I once needed. I’ve also volunteered extensively within my community—especially in spaces serving Latinx youth and families. I’ve led workshops on college readiness, mental health awareness, and advocacy skills. I’ve helped immigrant families connect with educational and mental health resources, often translating and guiding them through forms and processes that otherwise felt intimidating. For me, service is not an obligation—it’s a privilege rooted in gratitude. Every opportunity I’ve been given is one I want to pass forward. One of my proudest moments came when I was asked to speak at a local school to students who, like me, came from backgrounds where college felt distant or unreachable. I shared my story—not to highlight my struggle, but to illuminate the strength that comes from persistence. Several students approached me afterward to say, “If you can do it, maybe I can too.” That is what drives me: not just surviving adversity, but transforming it into hope for someone else. My accomplishments aren’t just measured in degrees or titles—they’re seen in every student I’ve mentored, every family I’ve helped, and every barrier I’ve refused to let define me. I believe resilience isn’t about never falling; it’s about rising with purpose and using your story to lift others. That’s how I’ve faced life’s hardest moments—not just by enduring, but by turning adversity into impact.

My desire to pursue a career in mental health is deeply personal and rooted in both my lived experience and my cultural identity. As a first-generation, low-income student from a Latinx background, I have witnessed firsthand the stigma, silence, and suffering that too often surround mental health in our communities. I want to be part of the change—offering culturally competent, compassionate care that not only treats but also empowers. Growing up, mental health was rarely talked about in my household. Like many Latinx families, we were taught to be strong, keep personal struggles private, and "echale ganas" no matter how heavy the burden. I saw family members cope with trauma, anxiety, and depression in silence, often with no support or understanding. Therapy was seen as something for other people—people outside our culture, people with more money, or people who didn’t have to worry about survival. These cultural and systemic barriers inspired my passion to make mental health care more accessible and relevant for Latinx individuals and families. Through my academic journey, I’ve come to understand how historical trauma, immigration stress, economic hardship, and cultural disconnection all contribute to the mental health struggles many in our community face. Yet, despite these challenges, the Latinx community is also incredibly resilient. I want to honor that resilience while addressing the very real need for healing. My goal is to provide mental health services that affirm Latinx identities, celebrate our culture, and acknowledge the unique pressures we face. Representation matters. When clients see a mental health professional who shares their language, cultural values, or life experiences, it can be the first step in breaking the stigma and building trust. I want to be that trusted voice—someone who says, “You are not alone,” in both English and Spanish. I want to help children process trauma without shame, guide parents in supporting their children’s emotional development, and work with schools and communities to promote mental wellness from the ground up. My motivation also comes from a place of hope. I believe that healing is possible when people are met with empathy, understanding, and culturally aware care. I see mental health work as a form of social justice—a way to uplift our community, create generational change, and ensure that emotional well-being is treated as a right, not a privilege. Ultimately, I want to use my education, my voice, and my heart to open doors for others in the Latinx community to heal, grow, and thrive. Pursuing a career in mental health is not just a professional choice for me—it is a personal mission rooted in love for my culture and a vision for a healthier, more connected future for us all.

As a low-income, first-generation college student whose parents did not finish high school, my educational journey has been shaped by both challenge and determination. I am now completing my master’s degree at the University of Texas at San Antonio (UTSA), and my goal is to become a college professor—someone who not only teaches but transforms lives through mentorship, advocacy, and scholarship. Receiving this scholarship would provide critical support as I continue to pursue that goal, easing financial burdens while allowing me to focus fully on building the future I have worked so hard to envision. My path in higher education has not been traditional or easy. Coming from a background where college was not even discussed, let alone encouraged, I had to learn how to navigate academic systems largely on my own. There were no family roadmaps or safety nets—just resilience, ambition, and a deep desire to create a better future. This journey taught me how powerful education can be, not just for personal advancement but for breaking cycles and uplifting entire families and communities. It also gave me a calling: to become a college professor who helps others, especially those from underrepresented and underserved backgrounds, find their voice and realize their potential. This scholarship would be a vital step in making that dream a reality. It would allow me to continue my studies without taking on additional debt, reduce my need to work long hours while in school, and give me more freedom to engage in meaningful academic experiences like research, professional development, and service. As someone with limited financial resources, every dollar of support makes a real difference. It would enable me to finish strong at UTSA and begin preparing for the next phase of my academic journey: applying to Ph.D. programs. Beyond financial relief, this scholarship represents something even more important—validation. It signals to students like me that our efforts, sacrifices, and dreams matter. That we belong in spaces of higher learning, not just as students, but as future scholars and leaders. And I intend to give that same sense of belonging and affirmation to the students I will one day teach. My ultimate ambition is not just to earn a title or hold a position. I want to build inclusive classrooms where students—especially first-generation students, students of color, and those from low-income backgrounds—can thrive. I want to publish research that speaks to lived experiences that are often overlooked. I want to mentor students who, like me, are navigating systems without a guide, and show them that they are not alone, and that they absolutely belong. This scholarship would help transform my personal drive into broader impact. With your support, I can complete my degree at UTSA with confidence and move forward toward becoming the kind of professor who opens doors for others. I am committed to making higher education more accessible, more inclusive, and more empowering—for every student, no matter where they come from.

Reimagining Education Through Individualization If I could change one thing in education, it would be to restructure the system so that it prioritizes equity and individualization over uniformity and standardization. The current education model, in many ways, treats students like identical units on an assembly line—expected to learn at the same pace, in the same way, and demonstrate mastery in the same format. However, students are not identical. They come from different backgrounds, face unique challenges, and possess a wide range of learning styles and abilities. To truly serve all learners, our education system must evolve to embrace personalized learning that meets students where they are and helps them grow in a way that respects their individuality. One of the most glaring issues in education today is the over-reliance on standardized testing as a measure of intelligence, capability, and potential. These assessments often reflect a narrow definition of success and fail to capture the full picture of a student's abilities. Students with disabilities, English language learners, and those from low-income or under-resourced communities are disproportionately disadvantaged by these assessments. If we shifted our focus from standardized scores to a more holistic understanding of student progress—through project-based learning, portfolios, student-led conferences, and performance tasks—we could better support all students in reaching their potential. Changing this aspect of education would have a ripple effect. Teachers would be empowered to use diverse instructional methods that match their students’ needs rather than "teaching to the test." Classrooms would become spaces where creativity, problem-solving, emotional intelligence, and collaboration are cultivated and valued. Students would be more engaged because their education would feel relevant, supportive, and affirming. Another reason I would advocate for a more individualized and equitable system is because of the critical link between education and mental health. Too often, students who don’t fit the mold of traditional academic achievement are labeled as lazy, disruptive, or incapable. This can damage their confidence and discourage them from pursuing higher education or long-term goals. A system that honors different ways of learning and defines success more broadly could reduce the stigma students feel when they don’t conform to expected norms. It would also help educators and school staff intervene earlier with support for students experiencing stress, anxiety, or trauma. I’ve seen firsthand the need for these changes. As someone who has worked with students with special needs, I’ve witnessed how the traditional classroom environment can fail to accommodate diverse learning needs. I’ve worked with brilliant children who struggle with reading or math but shine in hands-on projects, music, or storytelling. I’ve also seen how a child’s behavior often reflects unmet needs rather than a lack of motivation. When students are given choices, scaffolds, and encouragement tailored to their strengths, they begin to believe in themselves again. That sense of belief is what fuels lifelong learning. To implement this change, we would need to invest more in teacher training and professional development. Teachers must be given the tools, time, and trust to implement personalized learning in their classrooms. Schools should adopt smaller class sizes where possible, provide access to counselors and specialists, and utilize technology not just for testing, but for customized lesson delivery and student feedback. Curriculum should be culturally responsive and relevant to students' lived experiences. We also need to include families and communities in the educational process. Learning doesn’t happen in a vacuum, and students thrive when there’s alignment between home and school. By including parents, caregivers, and community organizations as partners in learning, we can extend educational support beyond the school walls and create a more holistic approach to student development. Ultimately, the change I propose is about shifting our educational values. Rather than prioritizing efficiency, ranking, and conformity, we should be cultivating curiosity, compassion, and critical thinking. We should see every child not as a test score, but as a complex and capable individual. When education becomes less about comparison and more about connection—between students and their learning, between teachers and their students, and between schools and their communities—we can create a system where all students feel seen, valued, and empowered to succeed. In conclusion, if I could change anything in education, I would transform it into a system rooted in equity and individualization. This would allow every student—not just those who thrive in traditional academic environments—to access an education that reflects their strengths and supports their growth. It would also help teachers rediscover the joy of teaching and reaffirm our collective belief in the power of learning. By reimagining education in this way, we take a bold step toward a more just, inclusive, and effective system—one where all learners are invited to thrive.

Why I Am Passionate About Becoming a Special Education Teacher "I have learned that the purpose of teaching is to bring the student to his or her sense of his or her own presence." – Harold Bloom Harold Bloom’s statement captures what I believe to be the soul of teaching. At its core, education is not merely the transmission of knowledge but a deeply human process of awakening—of helping students recognize that they exist in the world with agency, dignity, and unique value. To guide a student to their “sense of presence” is to help them understand themselves as individuals capable of thought, growth, and participation in the world around them. For special education students—who are too often overlooked, underestimated, or even excluded—this recognition is not just transformative; it is revolutionary. My passion for the special education profession stems from my belief that all children deserve to be seen, heard, and understood on their own terms. I have witnessed firsthand how children with learning differences or developmental disabilities are often defined by their diagnoses before their potential is ever explored. I want to change that. I want to be the teacher who sees beyond limitations and opens doors to self-realization for my students, just as Bloom describes. I want each child I work with to understand that they matter—not because they meet external benchmarks, but because of who they inherently are. Defining “Presence” To bring a student to their sense of presence means helping them understand they are not invisible. It means affirming their identity, strengths, emotions, and capacity to impact the world. For a child with autism who struggles with social communication, this might mean learning to express preferences and boundaries through assistive technology. For a child with dyslexia, it could mean discovering a love for storytelling through oral narration. In every case, “presence” means: I exist, I am capable, and I am worthy. Presence is not something we give to students—it’s something we help them discover within themselves. As a future special education teacher, my mission is to create an environment where each child’s identity is nurtured and affirmed, not just academically, but emotionally and socially. My Mission My mission is grounded in three core values: inclusion, empowerment, and relationship. First, I believe in inclusive education—not just physical inclusion in a classroom, but intellectual and emotional inclusion in the learning process. I aim to design lessons that respect diverse learning styles and provide multiple entry points for success. Second, I am committed to empowering my students. This means teaching self-advocacy, supporting their interests, and celebrating every form of growth. It also means challenging ableist assumptions and advocating for accommodations that support their dignity and potential. Finally, I believe in the power of relationships. Many special education students feel isolated or misunderstood. I intend to be a safe and consistent presence who listens, respects, and encourages. I will be the teacher who learns from my students as much as I teach them—because their presence matters to me, too. A Fairy Tale: “The Lantern of Presence” Once upon a time, in a village where the stars never shone and the sun forgot to rise, there lived a young teacher named Elira. The children of this village were born with unique gifts—some could sing to birds, some could draw the future, some could hear colors or feel words—but because their gifts were different, the villagers believed they were cursed. They were kept in a tall, quiet tower at the edge of town, hidden from the rest of the world. Elira, who had once been a child of that tower herself, knew the truth: these children were not broken. They simply needed someone to show them the power of their own light. So she returned to the tower, carrying with her a magical lantern known as the Light of Presence. This lantern could only shine when a child began to believe in their own worth. Each day, Elira sat with the children—listening to their stories, helping them name their feelings, celebrating their talents. She taught the child who felt invisible how to paint her dreams in vivid color. She showed the boy who spoke only in whispers how to play music that spoke louder than words. One by one, the lantern began to glow—not because Elira gave them light, but because she helped them see the light they already carried. Word of the glowing tower spread, and soon the villagers came to see what had changed. When they entered, they were blinded by the brilliance. "How did this happen?" they asked Elira. She smiled and said, “I didn’t change the children. I helped them see they had always been here. That they matter. That they belong.” The village began to change. No longer were the children hidden. They were teachers, artists, and leaders. The sun returned, and the stars danced above the tower every night. And in the center of it all stood Elira, no longer the heroine, but simply the guide—holding the lantern, watching it glow in every direction. Final Reflections Special education is more than a profession to me; it is a calling rooted in empathy, patience, and the belief that every child is already whole. Bloom’s vision of teaching as a path to personal presence resonates deeply with me because I’ve experienced what it means to feel invisible—and what it means to finally be seen. I want to offer that same transformation to my students. I want them to look in the mirror and see not a diagnosis or deficiency, but a radiant, complex, and powerful self. That is the light I will carry into every classroom. That is the mission that defines my passion.

If I could create a class that all students in grades K–12 were required to take, it would be called “Practical Life Skills.” This course would be tailored to match students' developmental stages across each grade level, covering essential topics such as financial literacy, emotional intelligence, time management, basic cooking and nutrition, communication skills, digital literacy, civic responsibility, and career readiness. The ultimate goal of the class would be to equip students with the real-world skills necessary for a successful, balanced, and independent life. In the early grades (K–5), the focus would be on building foundational habits—how to identify and express emotions, resolve simple conflicts, organize time, and understand basic money concepts through fun, age-appropriate activities. As students move into middle school (grades 6–8), the class would gradually introduce budgeting, saving, digital responsibility, self-advocacy, and more advanced interpersonal skills. By high school (grades 9–12), students would be engaging in simulations and hands-on projects such as managing a personal budget, practicing job interviews, writing resumes, understanding credit, and exploring civic engagement through community service and basic knowledge of taxes, insurance, and voting. The impact of this course would be significant and far-reaching. For one, it would help address a gap in the current education system—many students graduate academically prepared but unprepared for life outside of school. By teaching real-world skills early and consistently, students would gain confidence in their ability to navigate adult responsibilities. This could reduce common stressors such as financial mismanagement, poor communication in relationships, and lack of direction in post-secondary choices. Moreover, a life skills class would help promote equity. Not every student has access to a home environment where these skills are modeled or taught. Providing them in school levels the playing field and gives every student—regardless of background—a fair shot at independence and success. It also teaches responsibility, self-reliance, and adaptability, all of which are increasingly important in a rapidly changing world. From a broader societal perspective, I believe such a class would contribute to a more informed, empathetic, and capable generation. When students are taught to understand themselves, manage their time and money wisely, and participate actively in their communities, they are more likely to become thoughtful citizens and effective leaders. Schools already play a major role in shaping the future; this class would ensure that role extends beyond academics and into lifelong well-being. In a world where traditional metrics of success are evolving, we need an education system that adapts alongside it. A Practical Life Skills class would be a step in the right direction—one that prepares students not only to pass tests but to thrive in life.