I am passionate about the special education profession because it gives me the opportunity to work alongside some of the most resilient, intelligent, and uniquely gifted individuals, children with autism and other developmental needs as they begin to discover their own identity, capabilities, and sense of worth. As a Registered Behavior Technician (RBT) working in the field of Applied Behavior Analysis (ABA), I have come to understand just how powerful intentional, compassionate teaching can be. It is not just about academic or behavioral goals, it’s about helping students step into who they are and realize their potential. Professor Harold Bloom’s quote, “The purpose of teaching is to bring the student to his or her sense of his or her own presence,” resonates deeply with me. To me, a student’s “own presence” refers to their ability to understand their role in the world, to communicate, to connect, and to function with confidence. In the world of ABA, I see this happen in many small but powerful ways. For instance, when a nonverbal child uses a communication device to request a favorite toy or snack for the first time, it is more than a learned behavior, it is a breakthrough moment of awareness. When a student learns to express a need or emotion appropriately, it brings them one step closer to experiencing their own voice and identity. In my role, I help guide students toward that sense of presence by creating a structured, supportive, and engaging learning environment. I use evidence-based techniques to teach communication, social interaction, and independence. I break complex skills into manageable steps, provide consistent reinforcement, and always celebrate progress. These strategies may seem small, but they make a lasting difference. My aim is not only to help students meet their goals but also to help them feel empowered, valued, and capable. My mission in special education is to support each student in recognizing their own strength, value, and presence in the world. Every child deserves to feel heard and to know they matter, regardless of their abilities or challenges. I believe in meeting students where they are, honoring their individual journeys, and encouraging them to take confident steps forward. It is truly an honor to walk alongside them as they grow, communicate, and flourish in their own unique way. In conclusion, working in special education has shown me that the heart of teaching is connection. It is not about fixing or changing who a student is, but rather helping them access the tools they need to thrive as themselves. When a child begins to understand that they have a voice, that their presence makes a difference, and that they are capable of contributing to their community, that is when real transformation happens. Being part of that process is not just a career, it’s a calling.

What (or who) inspired you to become a teacher, and how do you plan to use your experiences to inspire others? My oldest son was the spark that lit the flame of my journey into education. When he was in the first grade, he began reading at a second-grade level and was being pulled out of class for advanced instruction in reading and writing. As his mother, I was incredibly proud of him. That summer, I decided to homeschool him to continue building on his progress in reading, writing, and math. While working with him, I had an overwhelming realization: while I was nurturing his academic growth, I had not completed my education. I didn’t even have a GED. That realization hit me hard. I couldn’t expect my son to value education if I hadn’t demonstrated that value in my own life. I felt like a hypocrite asking him to aim high when I hadn’t done the same. Determined to change the trajectory for both of us, I made a life-changing decision to go back to school. I earned my GED and then enrolled in college, majoring in psychology. Through hard work and perseverance, I completed my bachelor’s degree and went on to earn my master’s in psychology with a teaching specialization. I am currently pursuing a doctorate in education. What began as an effort to help my son has grown into a deeply fulfilling and purpose-driven career path. This journey has not been easy. I’m a single mother of three, balancing school, work, and parenting. I’ve experienced sleepless nights, financial struggles, and moments of fear and doubt. But every challenge has only fueled my desire to press forward. My son unknowingly inspired me to believe in myself and prioritize education, not just as a means of personal success, but as a way to empower others. Now, as an educator, I bring this passion and perseverance into my classrooms. I teach both children and adults, and I draw heavily from my own experiences to connect with my students on a personal level. I know what it’s like to feel behind or to feel like your dream is out of reach. But I also know what it’s like to overcome, to rise, and to succeed. I use my voice, my testimony, and my life as an example for others, especially single mothers and non-traditional students. I plan to continue inspiring others by mentoring students, creating outreach programs for parents, and working in both K–12 and higher education. I also lead a church-based dance company, Lionheart Dance Warriors, where I direct productions that bring biblical stories to life on stage. These productions are free and open to the public, and they serve as another avenue for connection, healing, and education. I believe learning happens everywhere—in the classroom, in the community, and through creativity. Education gave me a second chance, and it changed everything. I want to be that light for someone else—the voice that says, “You can do this,” just like my son did for me. My mission is to help others discover their potential and walk boldly into the future they deserve.

Why I Am Passionate About the Special Education Profession "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, Possessed by Memory This quote by Professor Harold Bloom resonates deeply with me. To me, it means helping students become fully aware of who they are—their strengths, their unique voice, and their ability to learn and contribute meaningfully to the world. In special education, this is not just a goal; it is a calling. Students with exceptionalities deserve educators who see beyond the diagnosis and who are committed to helping them uncover their confidence, identity, and presence in the classroom and beyond. I am passionate about the special education profession because I believe all students, regardless of ability, should feel seen, valued, and empowered. As an educator who has worked with a diverse population of both children and adults, I have witnessed the transformative power of individualized attention and authentic connection. Every learner brings a unique set of strengths and challenges, and it is our responsibility as educators to meet them where they are and guide them forward with compassion and purpose. Currently, I am in training to become a Registered Behavior Technician (RBT), and I am learning so much about working with children on the autism spectrum. This training has taught me how to better understand and support students with autism and other neurodevelopmental differences, recognizing the beauty in their complexities rather than seeing them as barriers. I have learned that teaching children with autism requires patience, creativity, and consistency—but most importantly, it requires the belief that every child is capable of learning and growing in their way. In my work both in K–12 settings and in higher education, I have seen how powerful it is when a student begins to realize their potential. That realization—the “sense of presence” Professor Bloom speaks of—is a moment of awakening. For students with special needs, this moment might come after mastering a small task that once seemed impossible, making a connection with a peer, or expressing themselves in a new and meaningful way. It is in these moments that I find the deepest reward as an educator. My mission is to foster an inclusive, supportive environment where students with special needs feel safe to explore, try, fail, and try again. I aim to build a classroom culture where success is defined by progress, not perfection. Whether I am using behavioral strategies from my RBT training or teaching adults with learning differences in higher education, my approach remains the same: respect the individual, teach with empathy, and celebrate growth at every level. By combining my passion for special education with my ongoing work in higher education, I hope to also influence how future educators, families, and administrators view and support students with exceptionalities. I want to advocate for greater understanding, more training, and better tools that empower all educators to serve these students well. In closing, helping students come into a sense of their own presence is not just about academics—it’s about human dignity. It’s about helping them realize, “I matter. I am capable. I belong.” This is the heart of special education and the reason I remain so passionate about this profession.

Reflecting on My Journey Through Higher Education At 46 years old, I am proud to be completing my post-graduate and doctoral degrees—milestones that represent not just academic achievement, but perseverance, hope, and purpose. My journey through higher education began later in life. I was 35 years old when I entered college as a freshman. Starting at that stage was not easy, but it was intentional. I wanted to show my children that no matter your age or circumstances, it is never too late to pursue your dreams. Education became not just my personal goal, but a family journey. I often tell my children, “If I can do it, you can do it,” and I live those words every day. One quote that helped me through moments of doubt was by Karen Lamb: “A year from now, you may wish you had started today.” This reminder kept me grounded and encouraged me to keep going, even when the challenges felt overwhelming. There were times when I felt discouraged about starting so late or questioned if I was on the right path. But each time I pushed forward, I was reminded that my story could inspire others, especially those who think it’s too late to change the direction of their lives. My journey has shaped my core values of resilience, integrity, faith, and community. As a single mother of three, I understand the value of hard work and the importance of setting an example. My career goals are rooted in making a meaningful difference in education, in psychology, and in the lives of those who are often overlooked or underestimated. I aspire to move from adjunct professor to tenured faculty, teaching psychology and education courses at the college level. I also plan to continue mentoring and uplifting students, especially first-generation learners, adult students, and those balancing school with family or work, as I have. In addition to my academic and professional aspirations, I’m deeply committed to community service. I direct a dance ministry at my church, where I produce free, inspirational productions that bring biblical stories to life on stage. These productions are not just performances—they are a form of healing, encouragement, and creative expression for our community. I also love working with students on hands-on, transformative projects like the butterfly garden, using nature and storytelling as metaphors for growth and personal transformation. This scholarship would be a vital support in helping me finish strong. It would ease financial burdens, allowing me to focus on research, service, and parenting, rather than worrying about how to pay for my next class or required materials. More importantly, it would be an investment in someone who is fully committed to using education as a tool to uplift others. My mission is to give back—to empower, to educate, and to lead by example. Ultimately, my goal is to live a life that proves it’s never too late to pursue your purpose, that struggle can be the soil for growth, and that through education, we can change not only our lives but the lives of those around us.

Living the Life of My Dreams When I imagine myself living the life of my dreams, I see a woman who has fully stepped into her purpose—flourishing professionally, nurturing her family with love and strength, and exploring the world with curiosity and gratitude. I see a future where I have grown beyond the present challenges and have used each step as a foundation to build something meaningful—not just for myself, but for my children and those I teach. Professionally, my dream is to be promoted from an adjunct professor to a tenured faculty member, teaching psychology and education courses. I want to deepen my impact in higher education—helping students understand the human mind and the dynamics of learning while inspiring them to pursue their passions. I dream of developing innovative curriculum, contributing to research in psychology, and mentoring the next generation of educators. I want to be a voice of encouragement, especially for students who feel unseen or unsupported, just like I once did. Being a single mother of three incredible children, my dream life also involves balance and presence. I want to provide them with stability, opportunities, and most importantly, my time and attention. I want them to look at my journey and know that they can overcome anything with faith, determination, and a strong sense of purpose. My dream includes creating a home that is both a sanctuary and a launchpad—where love, learning, and laughter are constant companions. Travel is another important part of my vision. I want to see the world—not just as a tourist, but as a learner and a teacher. I want to explore different cultures, walk through historical landmarks, and experience the beauty and diversity of humanity firsthand. I imagine taking my children with me on some of these adventures so they can grow up with a global mindset and open hearts. Travel feeds my creativity, renews my spirit, and reminds me of how connected we all are. Most of all, my dream life includes a sense of fulfillment in all that I do. I want to wake up each day knowing that I am walking in my calling. I want to continue directing my church dance ministry, producing inspirational performances that touch hearts and tell stories of faith. I want to craft lessons that reach students at their core. I want to continue growing, learning, and becoming the best version of myself—not just for titles or achievements, but because I believe I was created for greatness. Even though I am still on the journey, I love what I do, and I’m committed to finishing strong. Every class I teach, every paper I write for my doctoral program, every moment I spend encouraging my children, brings me one step closer to the dream. It’s not always easy, but it’s always worth it. Living the life of my dreams means living with purpose, resilience, and joy. It means being a woman of faith, a mother of vision, and an educator with passion. I’m not just imagining it—I’m building it day by day.

Bringing Stories to Life: Hope Through Dance and Community Community is more than just where we live—it’s who we grow with, create with, and share our gifts with. For me, community takes center stage every time I gather with my church dance group, Lionheart Dance Warriors. As the director and founder, I have the honor of leading this group in an extraordinary mission: bringing biblical stories to life through movement, music, and the power of performance. Lionheart Dance Warriors was birthed from a desire to combine faith, creativity, and community outreach. Our productions are more than just dances; they are visual sermons—full-length stories told through choreography, costumes, lights, and soul. Each production is inspired by a biblical narrative, such as David's life and legacy, Jesus' death and resurrection, or Ezekiel's dry bones story. We bring them alive on stage in a way that is both relatable and awe-inspiring. What makes this ministry especially impactful is that it is completely free and open to the general public. Our mission is to inspire, heal, and stir the hearts of all who attend—whether they’re believers or simply curious. Some attendees come never having stepped foot in a church, and leave saying they felt something powerful. That’s the beauty of dance—it transcends language and touches hearts in a way words sometimes can’t. Through this group, I’ve seen young people who once struggled with confidence come alive on stage, bold and radiant. I’ve watched shy dancers break out of their shells, and teens dealing with hardship find healing through movement. We pray together, train together, and pour our hearts into every rehearsal, knowing that what we do has the potential to impact lives beyond the walls of our church. One of our most powerful productions was based on the story of the prodigal son. As the music swelled and the dancers moved through the arc of rejection, rebellion, and redemption, you could feel the emotion fill the room. Afterward, a woman in the audience approached me in tears. She shared that she hadn’t spoken to her son in over two years but felt God nudging her to forgive and reach out after watching our performance. That is the kind of impact that reminds me why we do what we do. This group has shaped my sense of hope for the future. It has shown me that art and faith combined can break barriers and bring people together. It has taught me resilience—that even when rehearsals are tough, funds are low, or doubts creep in, the vision is worth it. And it has shown me the kindness that flows when people volunteer their time, talents, and hearts to serve a greater purpose. Leading Lionheart Dance Warriors is more than a role—it’s a calling. And every time the curtain opens, I see a glimpse of what it means to be a community that creates, believes, and rises together. Through the gift of dance, we are not just telling stories—we are building bridges of hope that reach far beyond the stage.

Igniting a Love for Space: The Story of Dillion As a teacher, I’ve always believed that education should go beyond textbooks and standardized tests. It should inspire curiosity, spark passion, and open doors to new worlds. One of the most rewarding experiences I’ve had in my teaching journey was with a second-grade student named Dillion—a bright, energetic child who found his passion among the stars. That school year, our science curriculum included a unit on space, and I was determined to make it engaging and hands-on. I created an immersive lesson plan that included videos, group projects, interactive simulations, and a class-wide science fair. The moment I introduced the topic of space, I noticed a spark in Dillion’s eyes. He was immediately fascinated, asking questions, volunteering to read aloud, and even staying after class to talk about black holes and planets. To build on his excitement, I allowed the students to choose their topics for the science fair. Dillion chose to do a project on the solar system. He constructed a detailed model using foam balls, paint, and string, complete with accurate sizes and distances to scale. He not only built the model but also prepared a mini presentation, teaching his classmates facts about each planet with enthusiasm and clarity. His energy became contagious. He began quizzing his peers at recess with “space trivia” and told jokes like, “Why did the sun go to school? To get a little brighter!” A few weeks later, I received an email from Dillion’s mother with the subject line, “Thank You.” In it, she explained that Dillion had been so captivated by our unit on space that he had begged her to take a trip to the Kennedy Space Center in Florida. She shared photos of Dillion standing in front of a rocket, smiling ear to ear, and even one of him wearing an astronaut helmet. She told me, “You opened a whole new world for my son—thank you for inspiring him.” For the rest of the school year, Dillion became our classroom “space expert.” He would come in with new facts, ask more complex questions, and even started writing stories about traveling to different planets. His confidence grew not only in science but in reading and writing as well. He was fully engaged and had found something that made him excited about learning. This experience reminded me of the profound influence educators have on children. Sometimes, it just takes one lesson, one unit, or one teacher to unlock a child’s potential or help them discover a lifelong interest. In Dillion’s case, it was the stars. And for me, it was the affirmation that my role as an educator mattered—not just in academic outcomes but in shaping how students see the world and themselves. The beauty of education lies in its power to transform lives. We often talk about student success in terms of test scores and report cards, but the real victories are found in moments like these—when a child finds purpose, when a family feels supported, and when a classroom becomes a gateway to the universe. Dillion taught me that even the smallest moments in the classroom can have lasting impacts. His story motivates me to continue creating learning experiences that are meaningful and memorable. As educators, we plant seeds every day, and while we may not always see the fruit immediately, sometimes—if we're lucky—we get to witness something truly special take root. In conclusion, my time with Dillion reinforced my passion for teaching and my belief that every child deserves the chance to fall in love with learning. Whether it’s space, art, history, or literature, our job is to guide them toward those passions and nurture them along the way. The joy on Dillion’s face, the gratitude from his mother, and the buzz of excitement in our classroom that year are memories I will carry with me forever. They are a powerful reminder that one teacher, one lesson, and one moment can change a child’s life.