My future plans begin with majoring in Communicative Sciences and Disorders at Hampton University. Because I have overcome the challenge of living with ADHD and understanding what it means to be "different" I have chosen to major in a field that I can directly help others who have been labeled as “different.” Those who struggle with communicating and using their words to tell their life's story. It is not just about doing articulation exercises and language drills – it is about sitting with and engaging with the person that has a hard time annunciating “r’s”, it is about patiently listening to the person who stutters. Communication is more than words. Because communication is necessary in life, I desire to help those who struggle to communicate due to speech disorders or because of trauma. I want to help a child overcome speech impediments and help patients relearn to speak after life-changing experiences such as a traumatic brain injury. The foundation of this career will be built on the education of the field. College is more than just the next step in education, also the chance to step into the next chapter of opportunities and possibilities that are waiting for me through personal growth, independence and finding my own way. College will give me a chance to explore and excel and set the foundation for my long-term career goals, grow independently, learn life lessons, and build lifetime relationships. My long-term goal is to own and operate a speech-language pathology practice. Here, I plan to offer personalized and culturally sensitive care to children and adults in a supportive setting. I have been able to experience working with kids through several of my community service opportunities such as First Tee of Greater Dallas and Peer Assistant Leadership. These opportunities have not only impacted the students but have encouraged me to continue serving my community. This career path isn't just a professional choice for me; it’s personal. I’ve sat in the room and felt the heavy silence when someone I care about was ignored or dismissed simply because of how they speak. It’s heartbreaking to watch someone’s confidence slip away because the world won’t take the time to understand them. Those moments of exclusion are what drive me. I know that communication is the heartbeat of a person’s dignity and quality of life, and I’m dedicated to making sure no one else feels invisible because they find it hard to be heard. I am eager to gain hands-on experience through internships, clinical observations, and community involvement, so I can apply what I learn outside of school to real situations. When I imagine myself as a Speech Language Pathologist, I see more than myself in scrubs, taking vitals and recording charts. I see myself sitting next to a patient holding their hand and reassuring them, not only through verbal exercises, but also through my presence, making sure that they feel safe, respected, and heard. Because I know what it is like to feel like someone with no voice or is afraid to share my voice, I want those around me to feel different. I want my patients to be seen as people, not just a disorder. My goal is to encourage each of them to use their voices to tell their stories. I plan to advocate for those who struggle to express themselves, making sure they feel heard, valued, and empowered. By creating a safe and encouraging environment, I hope to help children improve their communication skills, build confidence, and ultimately better their lives and future opportunities.

My academic goals are to attend Hampton University and major in Communicative Sciences and Disorders. After completing the requirements for the Bachelor's degree, I plan to attend graduated school to gain a Master's Degree in Speech and Audiology Studies. My career choice is a result of career exploration I participated in while working on a Girl Scout project. As a Girl Scout for 7 years, I've led and participated in many community service activities. Many of these benefited the elderly, the disabled and school age kids. I realized through Girl Scouts that I wanted to pursue a career in a field that works directly with kids. I have chosen to study Communication Disorders -Speech Pathology with a focus on pediatrics. Prior to me choosing this career path, I knew that reading was important to me as a student. As I began researching topics for my Girl Scout Silver Award I focused on a project of increasing childhood literacy. My project included organizing and leading a book drive to provide books to elementary kids and to encourage them and their parents to spend time reading together. I focused my project on kids who were at risk of illiteracy because they did not have access to books outside of school day and who may not have had the information shared with them on the importance of reading. All the books that were collected were donated to a transitional homeless shelter for moms and children. I not only provided books for the shelter's library, but I also prepared and passed out literature on the statistics of childhood literacy, led discussions and informational presentations for the families. While doing research for this project, I learned that there is a direct connection between communication disorders and childhood literacy. I learned statistics of kids who could not read by the 3rd grade. It's referred to as the school to prison pipeline. My goal through this project was to bring awareness to the increased need for childhood literacy, sharing the importance of parents taking time to read with their kids, and encouraging kids to make reading an enjoyable activity. I now know that for some kids, literacy is challenged with their communication disorder. This has now become a lifelong passion for me. I am determined to disrupt the school to prison pipeline. My future goal of becoming a speech language pathologist is to help kids overcome communication challenges so that they can read and understand more fluently and improve their literacy skills.

As a 3rd grader I was diagnosed with Inattentive ADHD. For many years, the ADHD presented itself with characteristics of lacking motivation and being disruptive in class. For me, sitting in a classroom for more than 20 minutes was difficult. I could not stay focused, and my mind drifted from what was being taught. Prior to the diagnosis this caused my grades to be low, as once my mind drifted, I missed instruction and therefore, could not complete assignments as expected. Once I was diagnosed with ADHD, my parents sought out educational resources for me to be a successful student despite the diagnosis. For a while, I was embarrassed to be the kid with ADHD. I hid it from my friends and did not want to use the allowed accommodations because I felt it would expose me. After some time, I realized that I was not alone. I saw other kids taking tests in small groups and being touched on the shoulder to be reminded to stay on tasks. I became open to accepting my accommodations and I saw that these really helped my grades. My diagnosis later became known as my “super-power.” I knew that like some of the other kids, I was different. I heard repeatedly, “it’s ok to be different.” Once I accepted the fact that it is truly ok to be different, my thoughts completely changed. I began to embrace who I was and that even though I required additional help, it was ok. I’ve learned to manage my “superpower” by using time management resources such as reminders and using list to ensure that I complete all tasks. Being different has encouraged me to pursue my educational goal in Speech Pathology. I desire to help others who have “superpowers” such as communication disorders to be able to overcome the challenges that once held them back from using their words. It is not just about doing articulation exercises and language drills – it is about sitting with and engaging with the person that has a hard time annunciating “r’s”, it is about patiently listening to the person who stutters, and reassuring them, not only through verbal exercises, but also through my presence, making sure that they feel safe, respected, and heard. Because I know what it is like to feel like someone with no voice or afraid to share my voice, I want those around me to feel different. I want my patients to be seen as people, not just a disorder, and my goal is to encourage each of them to use their voices to tell their stories This scholarship would help lift the financial burden that now comes with getting a college education. The scholarship would cover costs of classes and books. Scholarships like this make college a reality for many of us who otherwise cannot afford it. It also serves as seed planted in the community that will have an impact far and wide by my future patients.

I am inspired by the caring and patient focus that speech-language pathologists bring to their work. I plan to earn my bachelor’s degree in Communicative Disorders. My goal is to help those without a voice tell their stories by becoming a Speech Language Pathologist. Many feel voiceless because of communication disorders. It is not just about doing articulation exercises and language drills – it is about sitting with and engaging with the person that has a hard time annunciating “r’s”, it is about patiently listening to the person who stutters. Communication is more than words. It is emotion, it is body language, and it is what is left unsaid. Naturally as humans, we tend to communicate with body language as well as words. Speech pathologists must listen to what's being said while noticing what’s not. As I imagine myself as a Speech Language Pathologist, I see more than myself in scrubs, taking vitals and recording charts. I see myself sitting next to a patient holding their hand and reassuring them, not only through verbal exercises, but also through my presence, making sure that they feel safe, respected, and heard. Because I know what it is like to feel like someone with no voice or afraid to share my voice, I want those around me to feel different, to be seen as people, not just a disorder. My goal is to encourage each of them to use their voices to tell their stories. After graduation, I plan to work in the field for two years to gain practical experience and a better understanding of the different needs of people with communication disorders. After gaining hands on experience, I plan to pursue my Master’s degree. My long-term goal is to give back to the community through my own community-based clinic. Here, I plan to offer personalized and culturally sensitive care to children and their families in a supportive setting. This allows a voice for those who have been excluded, misunderstood, or discriminated against because of how they communicate. I am aware of how important effective communication is for self-esteem, education, and quality of life. I plan to give back to the community through the services provided at my clinic as well as advocating for those who struggle to express themselves, making sure they feel heard, valued, and empowered. By creating a safe and encouraging environment, I hope to help children improve their communication skills, build confidence, and ultimately better their lives and future opportunities.

As a 3rd grader I was diagnosed with Inattentive ADHD. For many years, this showed itself as characteristics of lacking motivation and being disruptive in class. For me, sitting in a classroom for more than 20 minutes was difficult. I could not stay focused, and my mind drifted from what was being taught. Prior to the diagnosis this caused my grades to be low, as once my mind drifted, I missed instruction and therefore, could not complete assignments as expected. Once I was diagnosed with ADHD, my parents sought out educational resources for me to be a successful student despite the diagnosis. For a while, I was embarrassed to be the kid with ADHD. I hid it from my friends and did not want to use the accommodations that were allowed for me because I felt it would expose me. After some time, I realized that I was not alone. My diagnosis later became known as my “super-power.” I knew that like some of the other kids, I was different. I heard over and over again, “it’s ok to be different.” Once I accepted the fact that it is truly ok to be different, my thoughts completely changed. I began to embrace who I actually was and that even though I required additional help, it was ok. I’ve learned to manage my “super power” by using time management resources such as reminders and using list to ensure that I complete all tasks. I desire to help others who have “super powers” such as communication disorders to be able to overcome the challenges that once held them back from using their words to tell their life’s story. I am not able to share my story with others. I encourage others to accept and love themselves for who they are. We are all created differently and that is the beauty of the world of humans. Mental health is a real topic to communicate. No one should walk this path alone and there are professionals available. To understand one's mental health is the firs step in knowing how to move forward. At times it may get overwhelming but that is when we have to sit and reflect on what our resources are. I encourage everyone dealing with any mental illness situation to know who they are, know what triggers them and to have a village identified who understands them and that they trust.

As a 3rd grader I was diagnosed with Inattentive ADHD. For many years, this showed itself as characteristics of lacking motivation and being disruptive in class. For me, sitting in a classroom for more than 20 minutes was difficult. I could not stay focused, and my mind drifted from what was being taught. Prior to the diagnosis this caused my grades to be low, as once my mind drifted, I missed instruction and therefore, could not complete assignments as expected. Once I was diagnosed with ADHD, my parents sought out educational resources for me to be a successful student despite the diagnosis. For a while, I was embarrassed to be the kid with ADHD. I hid it from my friends and did not want to use the accommodations that were allowed for me because I felt it would expose me. After some time, I realized that I was not alone. I saw other kids taking tests in small groups and being touched on the shoulder to be reminded to stay on tasks. I became open to accepting my accommodations and I realized that these were tools to support my diagnosis. My diagnosis later became known as my “super-power.” I knew that like some of the other kids, I was different. I heard over and over again, “it’s ok to be different.” Once I accepted the fact that it is truly ok to be different, my thoughts completely changed. I began to embrace who I actually was and that even though I required additional help, it was ok. I’ve learned to manage my “super power” by using time management resources such as reminders and using list to ensure that I complete all tasks. Being different has encouraged me to pursue my educational goal in Speech Pathology. I desire to help others who have “super powers” such as communication disorders to be able to overcome the challenges that once held them back from using their words to tell their life’s story. My long-term goal is to give back to the community through my own community-based clinic. Here, I plan to offer personalized and culturally sensitive care to children and their families in a supportive setting. This allows a voice for those who have been excluded, misunderstood, or discriminated against because of how they communicate. I am aware of how important effective communication is for self-esteem, education, and quality of life. I plan to give back to the community through the services provided at my clinic as well as advocating for those who struggle to express themselves, making sure they feel heard, valued, and empowered. By creating a safe and encouraging environment, I hope to help children improve their communication skills, build confidence, and ultimately better their lives and future opportunities.

At a young age, I was diagnosed with Inattentive ADHD. For many years, this showed itself as characteristics of lacking motivation and being disruptive in class. For me, sitting in a classroom for more than 20 minutes was difficult. I could not stay focused, and my mind drifted from what was being taught. Prior to the diagnosis this caused my grades to be low, as once my mind drifted, I missed instruction and therefore, could not complete assignments as expected. Once I was diagnosed with ADHD, my parents sought out educational resources for me to be a successful student despite the diagnosis. For a while, I was embarrassed to be the kid with ADHD. I hid it from my friends and did not want to use the accommodations that were allowed for me because I felt it would expose me. After some time, I realized that I was not alone. I saw other kids taking tests in small groups and being touched on the shoulder to be reminded to stay on tasks. I became open to accepting my accommodations and I saw that these really were helping my grades. My diagnosis later became known as my “super-power.” I knew that like some of the other kids, I was different. I heard over and over again, “it’s ok to be different.” Once I accepted the fact that it is truly ok to be different, my thoughts completely changed. I began to embrace who I actually was and that even though I required additional help, it was ok. I’ve learned to manage my “super power” by using time management resources such as reminders and using list to ensure that I complete all tasks. Being different has encouraged me to pursue my educational goal in Speech Pathology. I desire to help others who have “super powers” such as communication disorders to be able to overcome the challenges that once held them back from using their words to tell their life’s story.

As a 3rd grader I was diagnosed with Inattentive ADHD. For many years, this showed itself as characteristics of lacking motivation and being disruptive in class. For me, sitting in a classroom for more than 20 minutes was difficult. I could not stay focused, and my mind drifted from what was being taught. I could feel my mind leave the classroom and I was on an adventure in another place. I didn't understand what was happening and in my mind it was my normal life. Prior to the diagnosis this caused my grades to be low, as once my mind drifted, I missed instruction and therefore, could not complete assignments as expected. Once I was diagnosed with ADHD, my parents sought out educational resources for me to be a successful student despite the diagnosis. For a while, I was embarrassed to be the kid with ADHD. I hid it from my friends and did not want to use the accommodations that were allowed for me because I felt it would expose me. After some time, I realized that I was not alone. I began to embrace who I actually was and that even though I required additional help, it was ok. I understood that in a school of kids, everyone had something different about them. I saw other kids taking tests in small groups and being touched on the shoulder to be reminded to stay on tasks. I became open to accepting my accommodations and I saw that these really were helping my grades. My diagnosis later became known as my “super-power.” I knew that like some of the other kids, I was different. I heard over and over again, “it’s ok to be different.” Once I accepted the fact that it is truly ok to be different, my thoughts completely changed. I’ve learned to manage my “super power” by using time management resources such as reminders and using list to ensure that I complete all tasks. I am now and honor student and have excelled in the classroom and in sports. I dare not allow this to keep me from my dream of college. I have embraced it and work hard to ensure that I am doing what is necessary to continue to be successful in classroom. Being different has encouraged me to pursue my educational goal in Speech Pathology. I desire to help others who have “super powers” such as communication disorders to be able to overcome the challenges that once held them back from using their words to tell their life’s story.

Growing up in a single parent household has taught me that when obstacles arise in life, it is important that we are able to PIVOT. Being able to access what is happening in front of you, regroup, come up with an alternative plan and continue to work toward your goal is still possible. It is important to now allow obstacles to overcome and distract you from your goal. I’ve learned that being flexible and staying focused on the end goal is important. Learning to adjust builds the characters of tenacity and strength. Life will bring unexpected occurrences. To be able to accept those unexpected events and use the positive factors of the event is what will build tenacity and the drive to stay the course. I plan to use the traits of tenacity and flexibility in my everyday life to adjust life’s plan when this is necessary. Whether it is changing a scheduled class to accommodate for a wanted internship or to change my work schedule due to the need to add additional study hours, I understand that flexibility is so important in life. My goal is to become a speech pathologist in my local community to help students who struggle with communication. After completing my studies to receive a Bachelor of Science in Communication Disorder and then a Masters of Speech Pathology, I plan to own a clinic that services individuals with speech disorders. I know that there will be times when flexibility will be necessary. Client schedule changes and required training are just a few things that may require me to PIVOT and change what was originally planned. Being available to make the necessary adjustments in my business to service my future clients is what is most important in my future plans of becoming a Licensed Speech Pathologist.