Faith has always been a part of my life, growing up in a Catholic household, but it wasn’t until I was in high school that it became something powerful and significant for me. Growing up, going to church and Catholic school was so often ordinary to me, and I found it hard to connect with the higher purpose of my faith. In 10th grade, everything changed when I became involved in my town’s youth ministry program. Meeting with other high school students every Thursday to worship the Lord was a sense of belonging and joy that I hadn’t known previously. Retreating and bonding with surrounding ministries, I found a community that strengthened my love for God and my neighbors. Youth ministry was equipping me to see how faith should be exercised in action, and serving others as an extension of the love of God became part of my belief system. My faith grew even more during summers on volunteer trips to Delaware, Massachusetts, and Pennsylvania. Repairing homes, painting community centers, assisting marginalized groups — I found the joy of serving others. It was truly humbling to see the gratitude of those we came to help, and it made me realize the difference of putting faith into action and how it affects the world in real time. I saw how simple acts of service could bring great joy and lasting change, which was inspiring and deepened my sense of purpose. Next summer, I look forward to continuing this work as a helper with Catholic Heart Workcamp (CHWC), where I have a chance to help those in need and grow my community the whole time. In college, I realized I had to seek out another faith community. Joining my university’s ministry and going to Mass every week renewed that sense of peace and belonging. However, though I was newly acquainted with a foreign environment and culture, it never jeopardized my faith, which remained steadfast. It has kept me busy during this new chapter of my life, and volunteering with my church and just staying active has been really important to me. Faith has anchored me through challenges and triumphs, guided me to serve others, and helped me evolve into a gentler person. It serves as a compass for me, reminding me to live with humility, love, and a commitment to bettering the world. My faith has also given me the resiliency to navigate the hurdles I face as I realize that the plan God has for me is far greater than my trials. It reminds me to have faith in the journey because every obstacle I encounter is a chance to learn. As I pursue God’s calling in my life, I look forward to experiencing the new heights that come through faith and the impact I will have in our world in the future.

A little about me... My passion for helping others stems from my personal and professional experiences. In special education classrooms, I often felt alone, unable to keep pace with my peers. This experience inspired me to pursue a career in special education, to be the individual that could be of assistance. I wanted to be the type of teacher who listens to students, cares about their experiences, and advocates for the accommodations they need. I work as an assistant teacher at a daycare center where children are safe, healthy, and have a positively growing atmosphere. My close work with young children taught me to identify their special needs and help them build confidence and skills. This taught me that each child needed a different style of teaching, whether that be helping them through a literacy hurdle or offering emotional assistance. As a lifeguard and holder of Lifeguard Instructor and Water Safety Instructor certifications with the Red Cross, I have fostered my sense of responsibility, quick decision-making, and communication skills even further. These roles, while not directly linked to teaching, were real-time reminders of being relevant and responsive. I learned to be aware, respond quickly, and put the needs of others before my own — skills that will serve me well as I create a safe and supportive classroom. At Syracuse University, where I am completing my Special Education studies, I am learning how to create a climate of accessibility. My passion lies in ensuring students with special needs feel they are valued, that they are being listened to, and that they are able to reach their full potential. The significant part of my background in a Catholic organization involved with Catholic Heart Work Camp (CHWC) also impacted my desire to help others. I learned the power of service, love, and compassion from CHWC. Projects such as repairing homes and assisting vulnerable populations have taught me how crucial empathy is in serving others and how doing so can lead to meaningful change. This reflects my goal of creating an inclusive classroom where all students feel accepted and empowered, specifically those with special needs. As someone who has faced challenges in special education classrooms, I do not want my future students to go through the same struggles. I want them to feel heard and supported and given the accommodations they need to be successful. My role is to ensure that each student has the opportunity to blossom and that each individual learner is seen and able in their educational journey.

Due to my experiences as a child in special education classrooms, I have a strong desire to become a teacher, specifically in special education. As a child, I often felt alienated from my classmates, lagging behind the curriculum, and I felt alone in my learning experience. My teacher did not hear my specific needs and so did not provide the accommodations I needed in order to be successful, despite being in special education and being an intelligent student. I carried this experience with me, motivating me to be a voice for, and advocate with, individuals with special needs, warranting those needs to be fulfilled, and providing understanding, patience, and care for them along the way. My aunt, a special education teacher, has inspired me the most. I have seen the difference she makes to her students, working with them through their difficulties, encouraging them, and supporting them in achieving their potential. Her efforts to create an engaged and appreciative environment inspired me to realize that I would also be able to make a real difference in the lives of students. I discovered that being a good teacher always has a lot less to do with what happens in your books and a lot more to do with if students feel they can trust you, if you listen, and if they are confident that you value them. My aunt’s ability to reach her students and help them overcome their struggles further convinced me I could do the same for others, especially those whose challenges mirror my own. As I embark on my journey in special education, my mission is clear: I want to become the teacher I wish I had while growing up. I want every student in my classroom to feel respected, heard, and supported, but more than anything, I want them to feel like their unique needs are not only recognized but actively addressed through intentional individualized attention and care in the classroom. I hope my students walk away with the tools, confidence, and self-advocacy skills necessary to excel in and out of academic settings. I will help my students become their best selves in an environment that they do not have to be aware of as an obstacle in their way, something which I did not always experience but always needed. In my journey, I want to be the teacher who listens, empathizes, and advocates for students who might be invisible to others. We must find a way to let every student in our classroom know that not only can they succeed but that they belong, that their needs and their voice are needed, and they should be heard. My aunt’s pursuit taught me that with patience, empathy, and determination, a teacher can change the course of a student’s life, and I aspire to do just that.

As a prospective special education teacher, my goal would be to provide an inclusive, supporting, and sympathetic atmosphere in which every kid feels acknowledged and respected for who they are, regardless of their obstacles. I would collaborate closely with each kid to ensure that their voice is heard, pushing for the appropriate modifications to help them thrive academically and socially. Personalized learning tactics, frequent feedback, and open communication would all contribute to a sense of belonging and self-confidence. By empowering students to recognize their own talents and needs, I would encourage them to become active participants in their education, resulting in a better sense of self and a more meaningful educational experience. To assist my special needs pupils in experiencing a sense of self, I view Harold Bloom's words as an invitation to help them understand and appreciate their inherent value, potential, and uniqueness. A "sense of presence" is more than simply academic accomplishment; it is about developing a profound understanding of one's identity, strengths, and limitations. It is about helping pupils comprehend their unique place in the world and appreciating their worth beyond their academic achievements. This is especially crucial in special education, where kids frequently struggle with self-esteem and may feel detached from their peers or the educational process. My objective as a special education teacher would be to provide an environment in which children feel embraced and actively encouraged to appreciate who they are, regardless of their learning challenges. The core of my objective would be to develop strong, trustworthy connections with my pupils. I would stress knowing their unique needs, feelings, and difficulties, so that they feel heard and seen. Creating a secure, open environment in which children may freely express themselves is critical to helping them build a sense of self-worth. By attentively listening and affirming their experiences, I would provide an environment in which people can be themselves without fear of being judged. In addition to emotional support, I would adjust my teaching approaches to each student's individual needs. This would entail differentiated instruction, tailored adjustments, and an emphasis on strengths-based learning to ensure that all students can interact with the curriculum in a way that is appropriate for their skills. By providing a personalized learning experience, students will feel empowered to succeed on their own terms, supporting their feeling of presence in the classroom. Teaching kids how to advocate for themselves is an important aspect of developing a feeling of presence. I would encourage my kids to understand their own needs and teach them how to successfully articulate those demands. This would entail teaching students about their rights, the accommodations they are entitled to, and the value of self-advocacy in both academic and social settings. Encourage self-advocacy to help students feel in charge of their learning and have a voice in their educational path. I would also highlight that their thoughts and needs are legitimate, fostering a feeling of agency and responsibility that continues beyond the classroom. Celebrating success, no matter how modest, would be another important aspect of assisting pupils in developing a sense of self. Students with exceptional disabilities may not necessarily meet typical academic milestones in the same way as their classmates. Every effort, improvement, and achievement—whether intellectual, social, or emotional—deserves credit. By commemorating these milestones, I would reinforce their sense of success and progress, encouraging them to keep working toward their objectives. This emphasis on progress rather than perfection would allow students to feel valued for who they are and the progress they are making, rather than merely the end results. Finally, I would want to foster an inclusive classroom environment in which diversity is valued and appreciated. I would create an environment in which kids believe their differences make them distinct and valued members of the class. Teaching empathy, respect, and collaboration would be critical in making all pupils feel like they belong. It is critical that kids with special needs understand how valuable their contributions are in the classroom and how vital they are as members of the community. By encouraging an inclusive atmosphere, I hope to give children a sense of belonging in the world, both within and outside the classroom. Finally, helping my students develop a feeling of their own presence entails providing a learning atmosphere in which they feel secure, appreciated, and empowered. I would assist kids discover their intrinsic value by developing strong connections, customizing their learning experience, promoting self-advocacy, recognizing accomplishments, and encouraging diversity. Finally, I want to assist students with a profound awareness of their own identity, strengths, and potential, so that they may navigate both their academic path and life with confidence and a strong sense of self.