Education has always been more than a pathway for me it has been a lifeline. Growing up with a rare disease that caused me to be in and out of a wheelchair, I faced many challenges that taught me resilience, adaptability, and the importance of compassionate support. These experiences inspired my passion for special education, and today, I have the privilege of teaching blind and visually impaired (VI) students aged 15 to 22. Helping them discover their potential through personalized, accessible instruction is the most meaningful work I can imagine. Pursuing a master’s degree in Special Education, along with a Visual Impairment (VI) endorsement, is a crucial step in equipping myself with the skills and knowledge needed to better serve this unique population. These credentials will allow me to develop more comprehensive transition plans for my students, most of whom are preparing to enter adult life. With the right training, I can more effectively teach them crucial independent living skills, support their navigation of vocational pathways, and ensure their IEPs reflect meaningful, age-appropriate goals. I also want to strengthen my ability to teach the Expanded Core Curriculum (ECC), which is vital for students with visual impairments. A formal education in VI will enable me to confidently deliver instruction in areas like orientation and mobility, assistive technology, career readiness, social interaction skills, and compensatory academic strategies. These are not just educational goals they are life skills that will empower my students to thrive beyond the classroom. Additionally, returning to school will help me keep pace with the rapid advancement in accessibility tools and assistive technologies. From refreshable braille displays to screen readers, it is essential that I stay current and confident in using these tools to support student engagement and independence. A VI endorsement will also allow me to legally provide direct services that currently require additional certification, expanding the range and depth of support I can offer without depending on outside providers with limited availability. Receiving the OMC scholarship would not only ease the financial burden of graduate school, but it would also affirm my commitment to using education as a tool for equity and empowerment. As a low-income student and lifelong learner, I understand how transformative support can be. This scholarship would allow me to fully focus on my studies while continuing to serve my students with the energy and innovation they deserve. My ultimate goal is to be a leader in the field of special education and visual impairment someone who not only teaches but advocates, builds inclusive programs, and ensures that students with disabilities are truly prepared for life after school. With OMC’s support, I can take the next step and continue shaping a better future for students who, like me, have had to work a little harder to be seen and heard.

Every child brings a unique light into the world, and for some, that light shines in ways we may not immediately understand. Rebecca Lynn Seto was one such individual—a vibrant soul who, despite being non-verbal and living with a rare and little-known syndrome, impacted countless lives through her joy, resilience, and deep love for family and community. Her story inspires me deeply, not only as a special educator working with blind students but also as someone who grew up with a rare disease myself. As a child, I experienced life in and out of a wheelchair, navigating a world that wasn’t always designed for someone like me. That experience gave me a powerful understanding of what it means to be different, to need support, and to crave understanding. It taught me that while diagnoses may shape our experiences, they do not define our potential. This insight drives my approach in working with students who have rare or complex needs, like Rebecca. When working with a child who has a rare disorder, the most important thing I do first is listen both to the child and to the people who know them best. I pay attention to non-verbal cues, to small expressions of joy or discomfort, and to family members who can share what lights their child up. I understand that every behavior is communication, and it’s my job to learn the language whether that means using tactile symbols, assistive technology, sign language, or building trust through consistent, caring interactions. In my current role teaching blind students, I’ve learned how vital it is to approach each learner as an individual. Like Rebecca’s team of therapists and educators, I work to create engaging, innovative programming tailored to a student's unique strengths and interests. For example, I might design a tactile-based math activity for a student who learns best through touch or use music and rhythm to teach concepts in a way that feels joyful and memorable. Family involvement is at the heart of everything I do. I know firsthand how critical my own family was to my development advocating for me, encouraging me, and continuing my education at home. For children with disabilities, family is often the most consistent source of love, communication, and support. I see families not just as partners, but as the foundation on which a child’s learning is built. I strive to keep families engaged, informed, and empowered to carry learning beyond the classroom and into everyday life. Rebecca’s story reminds us that joy, connection, and impact are not limited by language, mobility, or diagnosis. Her life is a testament to the power of personalized care, the importance of community, and the unmeasurable value of love. If granted the Rebecca Lynn Seto Memorial Scholarship, I would continue to carry her legacy forward serving children with compassion, building meaningful relationships, and ensuring that every child feels seen, understood, and excited to learn.

I love education and have always wanted to be a teacher. I went to college at age 17 and started teaching right after I graduated. I then found I loved cultures and languages and continued my education getting a master’s in education with an emphasis on cultures and language acquisition. This helped me continue to teach in country and out of the country. I was able to travel and teach giving me many experiences to help me in my career. I found that I wanted to improve my Spanish language skills so I returned to the university yet again as a non-matriculating student to take advanced Spanish classes. This year as I have returned to teaching after teaching my 7 children at home for many years, I have found myself in yet another area that I love: working with visually impaired students. I know that if I want to better serve them, I need to learn some of the unique challenges that they face so I am yet again returning to academia. I feel that through my street-smart skills as a veteran teacher and a stronger academic base I will be able to better help my students progress on their path of education. I know that with this scholarship I will be able to gain knowledge so I am a better teacher for my students. In today’s society and with such a large family, going back to school is going to be a financial hardship. I however, want to show my children as well as my students the importance of making these sacrifices so that we can be better prepared to make our futures brighter. I love to learn. I am passionate about application of the knowledge I learn into the classroom. I want students to improve and I feel if I learn more strategies to help students, I will be able to find one that works for each person and help them flourish. I push myself to learn on my own how to do things and enjoy sharing what I learn. I struggle with presenting myself, passion, and knowledge through the written word. Let me do a presentation and I will nail it no problem have me write it and it takes me longer to truly express what I know. I juggle many many things in my life and returning to education is another I am taking on. This is not to get another degree but to gain the knowledge that will help me better serve my students who I am working with now as well as in the future.

"I have learned that the purpose of teaching is to bring the student to his or her sense of his or her own presence." – Professor Harold Bloom This quote touches something very deep within me, because I’ve come to believe that the most meaningful part of teaching is helping students truly see themselves, not just in terms of what they can do, but who they are. A sense of presence is about more than confidence or awareness. It’s that quiet but powerful realization that I matter; I belong; I have something to offer. This speaks to the heart of why I chose to become a special education teacher a student not only becomes aware of who they are but begins to embrace it with confidence, purpose, and pride. It's about helping them recognize that their thoughts matter, their feelings are valid, and their existence is powerful. For students with special needs, particularly those who have often been underestimated or misunderstood this realization can shift the course of their lives. They often face daily messages intentional or unintentional that they don’t fit the mold, this sense of presence can be life-changing. I believe every child has a voice, a light, and a purpose. As a teacher, I see it as my role to help each student uncover those parts of themselves and feel seen and celebrated for who they are. That doesn’t always happen through traditional academics; sometimes it’s through a breakthrough in communication, a moment of self-regulation, or a proud smile when they accomplish something they never thought they could. As a special education teacher, my mission is to walk beside my students as they discover and embrace their identities, capabilities, and dreams. I currently work with blind students aged 16 to 22, and every day I am reminded how important it is to nurture more than just academic skills. These students are navigating not only the challenges of adolescence and early adulthood, but also the additional barriers that come with visual impairment. Helping them build independence, advocate for themselves, and feel empowered in their own skin is central to my role. As a special education teacher, I guide my students toward discovering their strengths, embracing their challenges, and developing the confidence to live fully as themselves. I strive to be more than just a teacher of content I want to be a champion for my students’ personal growth, emotional well-being, and self-discovery. I help to nurture each student’s sense of presence by creating a safe, inclusive, and empowering learning environment. I guide my students toward self-awareness by: • Creating a safe, affirming spaces where students can be vulnerable, take risks, and know that they are accepted no matter what. They feel free to express themselves without judgment or fear. • Celebrating every win—big or small. Whether it's mastering a new word, learning to regulate emotions, or making a new friend, these moments are all steps toward a deeper sense of self. I help students recognize and take pride in their growth, reinforcing their sense of agency and achievement. • Listening deeply. Every child wants to be heard. I make it a point to listen to what they’re saying—and what they’re not saying—so I can respond to their real needs. • Teaching with empathy, patience and flexibility. There’s no one-size-fits-all approach in special education. Every child learns differently, and part of my job is to meet them where they are and help them move forward with encouragement and compassion. Many of my students are learning to trust themselves in a world that often doesn’t accommodate them. I do everything I can to be a steady, supportive presence as they build that trust. • Building independence. I want my students to recognize their own capabilities. I help them build the tools they need to advocate for themselves, solve problems, and feel confident in their ability to succeed—inside and outside the classroom. • Honoring their individuality – I tailor instruction to their strengths, interests, and learning styles so they can see themselves as capable learners. • Building trust and connection – Through empathy and consistency, I create a space where students feel valued and understood. • Encouraging self-expression – Whether through words, art, technology, or movement, I give students the tools and opportunities to express themselves in authentic ways. • Supporting practical skills like orientation, communication, and self-advocacy, so that students can navigate both physical spaces and life decisions with confidence. • Celebrating their unique journeys. Whether a student is learning to use assistive technology, gaining social confidence, or simply opening up in conversation for the first time, I honor every step forward. My approach to teaching has also been shaped by a deeply personal experience: caring for my grandmother, who had Alzheimer’s. That time in my life taught me about compassion on a soul-deep level. It showed me how to be present for someone who may not always be able to express themselves, and how important it is to preserve dignity and connection, even in the most vulnerable moments. It also taught me the beauty of nonverbal communication, the power of small victories, and the kind of love that simply shows up, day after day. That experience informs the way I work with my students today. I understand that communication can take many forms. I’ve learned to listen with more than just my ears to listen with patience, curiosity, and care. I’ve learned to celebrate the small moments, because they are often the biggest breakthroughs. And most of all, I’ve learned that presence true, deep presence can be felt even without words. Helping my students feel their own presence means helping them feel seen, heard, and valued, exactly as they are. Special education is not just my profession it’s my calling. I am drawn to this work because I believe deeply in the potential of every individual, regardless of their challenges or diagnoses. My students inspire me with their resilience, their creativity, and their determination to build lives full of meaning and possibility. They remind me that progress is not always linear, and that growth often happens in quiet, unexpected ways. Being a special education teacher allows me to advocate for students who may not always have had a voice. It allows me to celebrate difference as strength, and to empower young people to take ownership of their stories. There is nothing more powerful than watching a student go from hesitant and uncertain to proud and self-assured. To know that I had even a small role in that transformation is one of the greatest honors of my life. I teach because I want every student to leave my classroom with more than just knowledge: I want them to leave with a deeper sense of who they are, and a belief in what they can become.