My passion for the special education profession is not an abstract career choice; it is a deeply personal calling forged by my own lived experiences. It is a drive to provide the understanding, advocacy, and sense of self-worth that I fought so hard to find for myself. Professor Harold Bloom’s assertion that “the purpose of teaching is to bring the student to his or her sense of his or her own presence” resonates with me profoundly, as it perfectly articulates the core of my mission. For a special needs student, a sense of their own presence is not a given; it is a destination they must be guided to, and I am passionate about being that guide. To me, guiding a student to a “sense of their own presence” means helping them recognize their intrinsic worth, their unique identity, and their agency in the world, separate from any diagnosis or disability. It is the process of moving from being defined by a label to being defined by their own character, interests, and potential. It’s the moment a student realizes that their voice matters, that their perspective is valid, and that they have a right to take up space in the world. For many special needs students, who are often told what they can’t do, this realization is the most critical lesson they can learn. It is the foundation upon which all other academic, social, and life skills are built. My own journey with an adult diagnosis of autism was my own delayed arrival at this sense of presence; it was the key that unlocked a lifetime of misunderstood experiences and allowed me to finally see myself clearly. My passion is to give that key to my students much earlier than I found it. My mission to accomplish this is built on a foundation of empathy and action. First, I will create a classroom environment rooted in individualized recognition. My students will be known not by their IEPs, but by their passions—as artists, storytellers, budding mechanics, or compassionate friends. I will learn who they are at their core and reflect that value back to them, ensuring they see themselves as whole individuals, not as a collection of challenges. My personal experience with having autism, ADHD, and PTSD gives me a unique lens to understand the internal worlds of my students, and I will use that insight to connect with them authentically. Second, I will foster agency by building choice into every aspect of our learning. Whether it’s choosing how to demonstrate mastery of a skill or helping to establish our classroom rules, I will provide constant opportunities for students to exercise control over their own lives. This practice is crucial for building self-advocacy skills and a sense of empowerment. Finally, I will guide them to their presence within a community. Just as I co-founded an LGBTQIA+ youth group to create a space for belonging, I will cultivate a classroom culture where students connect over shared interests and support one another. My work as a job coach has shown me that seeing a path for oneself in the wider world is essential. By connecting our learning to real-world applications and vocational skills, I will help my students see that their presence has value not just in our classroom, but in the community at large. Ultimately, my passion for special education is a passion for human dignity. By guiding my students to a true and confident sense of their own presence, I am not just teaching them; I am equipping them with the self-awareness and self-worth they need to navigate the world, build fulfilling lives, and advocate for themselves long after they have left my classroom.

The qualities that defined Stelios—an entrepreneurial spirit, a passion for innovation, deep scholarly engagement, and a fundamental curiosity about the world—are not just abstract ideals to me. They are the very tools I have used to navigate adversity, build community, and pursue my education. They are woven into the fabric of my life as a mother, an artist, an advocate, and a future special education teacher. My entrepreneurial spirit is not confined to a single venture; it is my approach to problem-solving. It began with my Etsy shop, The Creaky Cryptid, where I transformed my art into a small business, managing everything from design to customer service. But this spirit truly found its purpose when I saw unmet needs in my community. It drove me to co-found the first and only LGBTQIA+ youth group in my rural area, creating a safe space where one did not exist. It is now driving me to lay the groundwork for a social support group for autistic teens and young adults, an innovation born from my professional observation that chronic loneliness is a silent crisis for so many. This is what innovation means to me: identifying a void and having the courage to build something to fill it, whether it’s a business, a community group, or a simple square-foot garden made entirely from recycled materials. This drive to create is fueled by a fundamental curiosity about the world. I often joke that I have probably quit more things than most people have started, but behind that humor is a genuine love of learning. My life has been a series of inquiries, from mastering sewing to understanding the logistics of food delivery. Now, that broad curiosity has sharpened into a deep scholarly engagement with the field that holds the most personal meaning for me: special education. My own journey with an adult autism diagnosis and an extensive family history of disability has transformed my education from a requirement into a mission. Each class, each textbook, and each interaction with my student as a 1:1 Aide and Job Coach is part of a profound investigation into how to best support and empower those who are often misunderstood. For me, academic excellence is not measured by a flawless transcript, but by relentless perseverance in the face of immense obstacles. In the last two years, I have survived a life-altering car accident, left an abusive relationship to protect my daughter, and navigated a labyrinth of chronic health conditions with inconsistent insurance coverage. Through it all, I have not only remained in my degree program but have actively sought to accelerate my coursework. I have patched together an income from multiple side jobs, sought out every available community resource, and cut back on my own basic needs to ensure that I can continue my studies. This resilience is my definition of excellence. My pursuit of this degree is the ultimate expression of all these qualities. It requires an entrepreneurial hustle to fund it, innovative problem-solving to overcome daily challenges, and a deep, scholarly curiosity to make the learning meaningful. I am not just studying to become a teacher; I am studying to become the advocate, the support, and the “Ms. Honey” that I want to see in the world.