When I was thirteen, I began struggling with severe depression that gradually consumed every aspect of my life. By the time I was fifteen, my life had effectively shut down. I pushed away the people closest to me, including my parents. Our relationship deteriorated as I became increasingly withdrawn and angry. I didn’t have the tools to process my emotions, so I acted out in destructive ways. Instead of seeking help or trying to express myself constructively, I resorted to anger and rebellion, which created a wall between me and those who cared about me. During this time, I surrounded myself with people who didn’t encourage me to grow or push myself to be a better version of myself. The environment I was in only reinforced my negative behavior and unhealthy coping mechanisms. Rather than seeking accountability or constructive support, I gravitated toward others who were also lost in their struggles, which delayed the progress I could have made in overcoming my depression and substance use issues. I lost my parents' trust, and the arguments we had became more frequent and intense. I blamed everyone around me for the mess I was in, refusing to take responsibility for my actions. At the same time, I struggled with self-harm, which started when I was fourteen. My mental health issues led to a chaotic high school experience, marked by isolation and unhealthy behavior. Though I was in a constant battle with myself, I didn’t know how to break free from the cycle. At sixteen, I enrolled in a teaching professions class at my local technical school, though I didn't expect it to change anything about my situation. I had always been interested in teaching but lacked passion or direction at that time. Through the program, I had the opportunity to student-teach in an early childhood education center that served children with moderate to severe disabilities. This experience marked a turning point. Working with these students, many of whom were nonverbal or had severe learning disabilities, made me realize how much I had been consumed by my own struggles while ignoring the challenges others faced. These students, despite their challenges, showed up each day ready to learn, communicate, and engage with the world around them. Observing their determination and resilience prompted me to reassess my own mindset. I recognized that if they could overcome obstacles far more difficult than mine, I could push through my own difficulties. This realization gave me a sense of purpose I had been missing. I committed myself to learning everything I could about the profession. I sought out opportunities to student-teach in various classrooms, interned as a paraprofessional, and volunteered at a housing facility for adults with disabilities. These experiences deepened my understanding of the challenges and rewards of teaching. They also gave me a reason to push forward, to improve myself, and to build a stronger relationship with my parents, which, though still a work in progress, has gradually improved as I’ve worked on earning back their trust. In addition, teaching has pushed me to be the best version of myself. The thought of having my own classroom one day drives me to stay focused and continue working through my personal challenges. I know my experiences will not only make me a better teacher but will also influence the way I approach my future responsibilities, including as a mother. The patience, understanding, and empathy I’ve gained will guide me in both my professional and personal life.

When I was thirteen, I began struggling with severe depression that gradually consumed every aspect of my life. By the time I was fifteen, my life had effectively shut down. I pushed away the people closest to me, including my parents. Our relationship deteriorated as I became increasingly withdrawn and angry. I didn’t have the tools to process my emotions, so I acted out in destructive ways. Instead of seeking help or trying to express myself constructively, I resorted to anger and rebellion, which created a wall between me and those who cared about me. During this time, I surrounded myself with people who didn’t encourage me to grow or push myself to be a better version of myself. The environment I was in only reinforced my negative behavior and unhealthy coping mechanisms. Rather than seeking accountability or constructive support, I gravitated toward others who were also lost in their struggles, which delayed the progress I could have made in overcoming my depression and substance use issues. I turned to substances as a way to cope, seeking temporary relief but only worsening my situation. I lost my parents' trust, and the arguments we had became more frequent and intense. I blamed everyone around me for the mess I was in, refusing to take responsibility for my actions. At the same time, I struggled with self-harm, which started when I was fourteen. My mental health issues led to a chaotic high school experience, marked by isolation and unhealthy behavior. Though I was in a constant battle with myself, I didn’t know how to break free from the cycle. At sixteen, I enrolled in a teaching professions class at my local technical school, though I didn't expect it to change anything about my situation. I had always been interested in teaching but lacked passion or direction at that time. Through the program, I had the opportunity to student-teach in an early childhood education center that served children with moderate to severe disabilities. This experience marked a turning point. Working with these students, many of whom were nonverbal or had severe learning disabilities, made me realize how much I had been consumed by my own struggles while ignoring the challenges others faced. These students, despite their challenges, showed up each day ready to learn, communicate, and engage with the world around them. Observing their determination and resilience prompted me to reassess my own mindset. I recognized that if they could overcome obstacles far more difficult than mine, I could push through my own difficulties. This realization gave me a sense of purpose I had been missing. Additionally, I saw how the education system often failed students with disabilities. Special education programs were too often treated as daycare services rather than environments focused on genuine learning and growth. Students with exceptionalities were frequently underestimated, given busywork instead of meaningful lessons, and denied the opportunities they deserved. This became a driving force for me. I was determined to pursue teaching not only because I wanted to help others but because I wanted to be part of the change needed within the system. I committed myself to learning everything I could about the profession. I sought out opportunities to student-teach in various classrooms, interned as a paraprofessional, and volunteered at a housing facility for adults with disabilities. These experiences deepened my understanding of the challenges and rewards of teaching. They also gave me a reason to push forward, to improve myself, and to build a stronger relationship with my parents, which, though still a work in progress, has gradually improved as I’ve worked on earning back their trust. Teaching gave me a deeper sense of purpose. It allowed me to see my struggles in a new light. Rather than being defined by my past, I realized that my experiences could help me connect with students who face their own challenges. My past struggles with depression and substance use will enable me to relate to my students in ways others may not. I understand the importance of perseverance, resilience, and self-advocacy. These are the qualities I aim to instill in my students. In addition, teaching has pushed me to be the best version of myself. The thought of having my own classroom one day drives me to stay focused and continue working through my personal challenges. I know my experiences will not only make me a better teacher but will also influence the way I approach my future responsibilities, including as a mother. The patience, understanding, and empathy I’ve gained will guide me in both my professional and personal life. Ultimately, everyone faces their own set of challenges, and it’s through these struggles that we are able to relate to others. No one’s journey is without hardship, and it is the resilience built from those hardships that shapes our ability to connect with those who are going through their own difficulties. Through empathy and understanding, we find the strength to support one another, and in doing so, we grow stronger together.

My name is Madeline O’Neal and it is my goal to become a teacher for students with special needs. I have always known that I wanted to be a teacher but I did not know what subject or specialty I was passionate about. I enrolled in a teaching professions class at my local technical school where I was given the amazing opportunity to student-teach at an early childhood education center for children with moderate to severe disabilities. This classroom had students aged three to seven who had disabilities ranging from nonverbal students with autism to children with significant learning disabilities. I had learned about the importance of IEPs and the IDEA Act in my classroom, but being able to see it firsthand was truly a life-changing experience. With this newfound passion, I began to observe and student-teach in other classrooms with exceptional learners. I have interned as a paraprofessional in a high school classroom with students whose exceptionalities range in ability and diagnosis. I have also been allowed to volunteer at a housing facility for adults with disabilities, which led me to want to eventually open my own special needs employment facility. I have witnessed in these experiences how special education programs often act as babysitting programs rather than teaching students valuable and employable skills. Students are often held in self-contained classes that only offer activities such as coloring sheets. I intend to offer stimulating activities and programs to students that will help them gain base-level jobs later in life. While most people think that these students are unable to learn, I have witnessed it first hand at Holy Angels, which is a facility where I volunteer. This facility teaches children and adults employable skills as well as helping them find jobs outside of the facility. I know that these tactics work and I cannot wait to implement them in my classroom/facility. I think that investing in these programs will not only make a positive impact on those with special needs, but it will also allow for the community to come in contact with people with disabilities. I have noticed that in my community, people with disabilities are kept from the public eye. I believe that this is what has fostered the misunderstanding and ignorance of disability. My second year in my teaching professions class has taught me how to write IEPs, prepare for modifications/accommodations, and make an inclusive environment for all learners. I am currently about to start my third round of student teaching at the same early childhood center and I am so excited to go in with even more knowledge of the profession. To achieve my goal I am continuing to expand my knowledge of disability and exceptionality while also teaching others of the importance of tolerance. I have noticed that many people underestimate the abilities of those with disabilities, especially in the south. I hope that I am able to show people that, with programs and special care, those with exceptionalities can live fulfilling and productive lives. I want people to understand that a diagnosis does not define or limit a human being, but only requires them to receive more assistance than others. People too easily categorize these students as “unable” and dismiss the fact that they are human beings with unique qualities, skills, and abilities.

It was a warm, summer evening when my father decided to teach me how to drive. We made our way to the quiet, empty parking lot of the neighborhood library, the soft glow of streetlights casting a subdued light across the space. The 1998 white Ford Ranger, a vehicle that had seen years of service, was parked and waiting. I felt a sense of nervous anticipation as I slid into the driver's seat, my hands trembling slightly. He instructed me to select a CD from my room, so I hurried inside and retrieved The Beatles 1 album. I handed it to him, and without a word, he inserted it into the CD player. As the opening notes of "Hey Jude" filled the truck’s cab, we drove out of the driveway and into the parking lot, where the lesson would begin. At first, the motions seemed easy enough. But then, when I attempted my first right turn, things began to feel off. The truck was heavy and difficult to control, so I struggled with the coordination required to make the turn. Frustration crept in, but my father said nothing at first. He allowed me to work through the challenge on my own, his steady presence in the passenger seat reminding me that I could navigate this moment, even in my discomfort. His Air Force dog tags hung from the rearview mirror, gently swaying with the movement of the vehicle. They were reminiscent of his time in Guam and at the Barksdale Air Force base. It was a small but constant reminder of the discipline and sense of duty he had carried with him throughout his years of service. Although I had never asked about the significance of the tags, I knew they represented a deeper part of who he was, a man shaped by his time in the Air Force, grounded in a sense of responsibility and calm resolve. In that moment, they became a quiet symbol of the strength and patience he had demonstrated in his own life, which he now shared with me. He reminded me that it wasn’t about rushing to get the turn perfect on the first try. Instead, the key was control, allowing the vehicle to move with purpose, without force. The turns became smoother, more deliberate. I learned not to rush, but to move with intention, just as I had seen my father approach every challenge in life; steadily, calmly, with a clear sense of direction. By the time the lesson came to an end, I had mastered the art of right turns. But more importantly, I had learned a deeper lesson. The qualities that had defined my father’s time in the Air Force—discipline, patience, and composure—were evident in the way he taught. He did not rush me, nor did he express frustration at my mistakes. Instead, he allowed me the space to learn, guiding me with a quiet strength that spoke volumes. That evening, in the library parking lot beneath the quiet streetlights, I realized that the lesson extended far beyond driving. It was about facing challenges with patience, about learning to stay focused and calm, even when things did not go as planned. I understood that perfection was not the goal; rather, the key was in trusting myself, staying composed, and moving forward, regardless of the difficulties. And as I glanced at the dog tags swaying gently from the rearview mirror, I recognized that my father had imparted more than the mechanics of driving, he had shared the wisdom of a life well-lived, one guided by discipline, patience, and quiet strength.

My name is Madeline O’Neal and it is my goal to become a teacher for students with special needs. I have always known that I wanted to be a teacher but I did not know what subject or specialty I was passionate about. I enrolled in a teaching professions class at my local technical school where I was given the amazing opportunity to student-teach at an early childhood education center for children with moderate to severe disabilities. This classroom had students aged three to seven who had disabilities ranging from nonverbal students with autism to children with significant learning disabilities. I had learned about the importance of IEPs and the IDEA Act in my classroom, but being able to see it firsthand was truly a life-changing experience. With this newfound passion, I began to observe and student-teach in other classrooms with exceptional learners. I have interned as a paraprofessional in a high school classroom with students whose exceptionalities range in ability and diagnosis. I have also been allowed to volunteer at a housing facility for adults with disabilities, which led me to want to eventually open my own special needs employment facility. I have witnessed in these experiences how special education programs often act as babysitting programs rather than teaching students valuable and employable skills. Students are often held in self-contained classes that only offer activities such as coloring sheets. I intend to offer stimulating activities and programs to students that will help them gain base-level jobs later in life. While most people think that these students are unable to learn, I have witnessed it first hand at Holy Angels, which is a facility where I volunteer. This facility teaches children and adults employable skills as well as helping them find jobs outside of the facility. I know that these tactics work and I cannot wait to implement them in my classroom/facility. I think that investing in these programs will not only make a positive impact on those with special needs, but it will also allow for the community to come in contact with people with disabilities. I have noticed that in my community, people with disabilities are kept from the public eye. I believe that this is what has fostered the misunderstanding and ignorance of disability. My second year in my teaching professions class has taught me how to write IEPs, prepare for modifications/accommodations, and make an inclusive environment for all learners. I am currently about to start my third round of student teaching at the same early childhood center and I am so excited to go in with even more knowledge of the profession. Success, to me, has never been about wealth or possessions. When I picture success for myself, I see me using my gift for teaching to help those with special needs. I see myself creating an environment where every student, regardless of their abilities, is given the opportunity to learn, grow, and achieve independence. Success means advocating for my students, ensuring they receive the education, respect, and resources they deserve. It means watching a student master a new skill, gain confidence, and eventually transition into a job or role that gives them a sense of purpose. My success will be measured by the impact I have on my students' lives, the doors I help open for them, and the barriers I work to break down in both the education system and society. To achieve my goal I am continuing to expand my knowledge of disability and exceptionality while also teaching others of the importance of tolerance. I have noticed that many people underestimate the abilities of those with disabilities, especially in the south. I hope that I am able to show people that, with programs and special care, those with exceptionalities can live fulfilling and productive lives. I want people to understand that a diagnosis does not define or limit a human being, but only requires them to receive more assistance than others. People too easily categorize these students as “unable” and dismiss the fact that they are human beings with unique qualities, skills, and abilities. This opportunity would help me immensely in my pursuit of success in teaching. While I have worked tirelessly in high school to receive state-funded tuition, that money does not extended to my housing fees. The total housing cost for a four-year stay at my in-state school is approximately $30,000, which I am responsible for finding funding for. At university, I will be working towards my bachelor's degree and then enroll in an alternative certification course for my teaching license. This scholarship would help to complete my housing fees as well as finance my eventual enrollment in a teaching course.

When I was thirteen, I started struggling with severe depression, and it slowly consumed every part of my life. By fifteen, my life completely shut down and I began to push away the people who cared about me the most. Me and my parents’ relationship fell into shambles because of how I was handling my depression. I began acting out to express the anger I had towards my situation because I did not know how to handle all of my emotions. Amidst this turmoil I unfortunately turned to unhealthy coping mechanisms that only made a bad situation worse and eventually made me lose all of my parents’ trust in me. Conversations often turned into arguments because I was blaming everyone else but myself for the situation I created. At sixteen, I enrolled in a teaching professions class at my local technical school, but I didn’t expect it to change anything about my situation. I signed up because I had always known I wanted to be a teacher, though at the time, I had no real passion for anything. As part of the program, I was able to student-teach in an early childhood education center for children with moderate to severe disabilities. Working with those students made me realize how much I had been focusing on my own pain while ignoring the struggles of others. Many of the students were nonverbal, some had severe learning disabilities, and others required constant support for even the smallest tasks. Despite their challenges, they showed up every day ready to learn, communicate, and connect with the world around them. These students were the most pure and kind hearted people that I ever could have met and working with them ignited a passion inside of me. Watching them work through obstacles that most people couldn’t even imagine forced me to reevaluate my own mindset. If they could push forward despite everything standing in their way, then I could, too. But beyond that, I saw how the education system had failed them in ways I could no longer ignore. Too often, special education programs were treated as babysitting services rather than real learning environments. Many students with exceptionalities in my state are underestimated, given busywork instead of actual lessons, and denied opportunities for growth. I refused to accept that, and I knew I had found the thing that would drive me forward. I threw myself into learning everything I could about the profession. I began student-teaching in multiple classrooms, interning as a paraprofessional, and volunteering at a housing facility for adults with disabilities. Finding my passion for teaching gave me a reason to push through and provided me with a newfound lust for life. Every day I daydream about finally having my own classroom, giving me a reason to get through any hardships I face. Now, I am determined to fight for my students, just as I once had to fight for myself.

My name is Madeline O’Neal and it is my goal to become a teacher for students with special needs. I have always known that I wanted to be a teacher but I did not know what subject or specialty I was passionate about. I enrolled in a teaching professions class at my local technical school where I was given the amazing opportunity to student-teach at an early childhood education center for children with moderate to severe disabilities. This classroom had students aged three to seven who had disabilities ranging from nonverbal students with autism to children with significant learning disabilities. I had learned about the importance of IEPs and the IDEA Act in my classroom, but being able to see it firsthand was truly a life-changing experience. With this newfound passion, I began to observe and student-teach in other classrooms with exceptional learners. I have interned as a paraprofessional in a high school classroom with students whose exceptionalities range in ability and diagnosis. I have also been allowed to volunteer at a housing facility for adults with disabilities, which led me to want to eventually open my own special needs employment facility. I have witnessed in these experiences how special education programs often act as babysitting programs rather than teaching students valuable and employable skills. Students are often held in self-contained classes that only offer activities such as coloring sheets. I intend to offer stimulating activities and programs to students that will help them gain base-level jobs later in life. While most people think that these students are unable to learn, I have witnessed it first hand at Holy Angels, which is a facility where I volunteer. This facility teaches children and adults employable skills as well as helping them find jobs outside of the facility. I know that these tactics work and I cannot wait to implement them in my classroom/facility. I think that investing in these programs will not only make a positive impact on those with special needs, but it will also allow for the community to come in contact with people with disabilities. I have noticed that in my community, people with disabilities are kept from the public eye. I believe that this is what has fostered the misunderstanding and ignorance of disability. My teaching advisor, Ms. Stokes, has truly changed my life by opening this world of passion for me. On days that I feel like giving up, whether I be having a behavioral issue with one of my students or I am simply overwhelmed by the fast paced classroom, she makes me remember my "why." Ms. Stokes never lets me lose sight of why I decided to give my life to teaching. She reminds me that I cannot give up because my students need me more than anything. I am constantly pushed by her to be the best version of myself because that is the teacher that my students deserve. To achieve my goal I am continuing to expand my knowledge of disability and exceptionality while also teaching others of the importance of tolerance. I hope that I am able to show people that, with programs and special care, those with exceptionalities can live fulfilling and productive lives. I want people to understand that a diagnosis does not define or limit a human being, but only requires them to receive more assistance than others. People too easily categorize these students as “unable” and dismiss the fact that they are human beings with unique qualities, skills, and abilities. I would love nothing more than to be an advocate for this community.

My name is Madeline O’Neal and it is my goal to become a teacher for students with special needs. I have always known that I wanted to be a teacher but I did not know what subject or specialty I was passionate about. I enrolled in a teaching professions class at my local technical school where I was given the amazing opportunity to student-teach at an early childhood education center for children with moderate to severe disabilities. This classroom had students aged three to seven who had disabilities ranging from nonverbal students with autism to children with significant learning disabilities. I had learned about the importance of IEPs and the IDEA Act in my classroom, but being able to see it firsthand was truly a life-changing experience. With this newfound passion, I began to observe and student-teach in other classrooms with exceptional learners. I have interned as a paraprofessional in a high school classroom with students whose exceptionalities range in ability and diagnosis. I have also been allowed to volunteer at a housing facility for adults with disabilities, which led me to want to eventually open my own special needs employment facility. I have witnessed in these experiences how special education programs often act as babysitting programs rather than teaching students valuable and employable skills. Students are often held in self-contained classes that only offer activities such as coloring sheets. I intend to offer stimulating activities and programs to students that will help them gain base-level jobs later in life. While most people think that these students are unable to learn, I have witnessed it first hand at Holy Angels, which is a facility where I volunteer. This facility teaches children and adults employable skills as well as helping them find jobs outside of the facility. I know that these tactics work and I cannot wait to implement them in my classroom/facility. I think that investing in these programs will not only make a positive impact on those with special needs, but it will also allow for the community to come in contact with people with disabilities. I have noticed that in my community, people with disabilities are kept from the public eye. I believe that this is what has fostered the misunderstanding and ignorance of disability. My second year in my teaching professions class has taught me how to write IEPs, prepare for modifications/accommodations, and make an inclusive environment for all learners. I am currently about to start my third round of student teaching at the same early childhood center and I am so excited to go in with even more knowledge of the profession. To achieve my goal I am continuing to expand my knowledge of disability and exceptionality while also teaching others of the importance of tolerance. I have noticed that many people underestimate the abilities of those with disabilities, especially in the south. I hope that I am able to show people that, with programs and special care, those with exceptionalities can live fulfilling and productive lives. I want people to understand that a diagnosis does not define or limit a human being, but only requires them to receive more assistance than others. People too easily categorize these students as “unable” and dismiss the fact that they are human beings with unique qualities, skills, and abilities. I would love nothing more than to be an advocate for this community.

My name is Madeline O’Neal and it is my goal to become a teacher for students with special needs. I have always known that I wanted to be a teacher but I did not know what subject or specialty I was passionate about. I enrolled in a teaching professions class at my local technical school where I was given the amazing opportunity to student-teach at an early childhood education center for children with moderate to severe disabilities. This classroom had students aged three to seven who had disabilities ranging from nonverbal students with autism to children with significant learning disabilities. I had learned about the importance of IEPs and the IDEA Act in my classroom, but being able to see it firsthand was truly a life-changing experience. With this newfound passion, I began to observe and student-teach in other classrooms with exceptional learners. I have interned as a paraprofessional in a high school classroom with students whose exceptionalities range in ability and diagnosis. I have also been allowed to volunteer at a housing facility for adults with disabilities, which led me to want to eventually open my own special needs employment facility. I have witnessed in these experiences how special education programs often act as babysitting programs rather than teaching students valuable and employable skills. Students are often held in self-contained classes that only offer activities such as coloring sheets. I intend to offer stimulating activities and programs to students that will help them gain base-level jobs later in life. While most people think that these students are unable to learn, I have witnessed it first hand at Holy Angels, which is a facility where I volunteer. This facility teaches children and adults employable skills as well as helping them find jobs outside of the facility. I know that these tactics work and I cannot wait to implement them in my classroom/facility. I think that investing in these programs will not only make a positive impact on those with special needs, but it will also allow for the community to come in contact with people with disabilities. I have noticed that in my community, people with disabilities are kept from the public eye. I believe that this is what has fostered the misunderstanding and ignorance of disability. My second year in my teaching professions class has taught me how to write IEPs, prepare for modifications/accommodations, and make an inclusive environment for all learners. I am currently about to start my third round of student teaching at the same early childhood center and I am so excited to go in with even more knowledge of the profession. To achieve my goal I am continuing to expand my knowledge of disability and exceptionality while also teaching others of the importance of tolerance. I have noticed that many people underestimate the abilities of those with disabilities, especially in the south. I hope that I am able to show people that, with programs and special care, those with exceptionalities can live fulfilling and productive lives. I want people to understand that a diagnosis does not define or limit a human being, but only requires them to receive more assistance than others. People too easily categorize these students as “unable” and dismiss the fact that they are human beings with unique qualities, skills, and abilities. I would love nothing more than to be an advocate for this community.

My name is Madeline O’Neal, and it is my goal to become a teacher for students with special needs. I have always known that I wanted to be a teacher, but I did not know what subject or specialty I was passionate about. I enrolled in a teaching professions class at my local technical school, where I was given the amazing opportunity to student-teach at an early childhood education center for children with moderate to severe disabilities. This classroom had students aged three to seven with disabilities ranging from nonverbal students with autism to children with significant learning disabilities. I had learned about the importance of IEPs and the IDEA Act in my classroom, but being able to see it firsthand was truly a life-changing experience. With this newfound passion, I began to observe and student-teach in other classrooms with exceptional learners. I have interned as a paraprofessional in a high school classroom with students whose exceptionalities range in ability and diagnosis. I have also volunteered at a housing facility for adults with disabilities, which led me to want to eventually open my own special needs employment facility. Through these experiences, I have witnessed how special education programs often act more as babysitting services than as actual learning environments. Too often, students are placed in self-contained classrooms that offer little beyond coloring sheets, when they should be learning valuable and employable skills. I intend to change this. I want to provide stimulating activities and programs that will help my students gain base-level jobs later in life. While many people assume that students with disabilities are incapable of learning, I have seen firsthand that this is simply not true. At Holy Angels, the facility where I volunteer, children and adults are taught employable skills and even assisted in finding jobs outside the facility. I know these tactics work, and I cannot wait to implement them in my own classroom and future facility. Investing in these programs will not only benefit individuals with disabilities but will also encourage the community to interact with and understand people with exceptionalities. In my own community, I have noticed that individuals with disabilities are often kept from the public eye, and I believe that this contributes to the widespread ignorance and misunderstanding surrounding disability. As Professor Harold Bloom said, "I have learned that the purpose of teaching is to bring the student to his or her sense of his or her own presence." To me, this means that true education helps students understand their worth, capabilities, and place in the world. My mission as a special education teacher is to ensure that my students recognize their value beyond their diagnosis. I will accomplish this by fostering an inclusive classroom environment where every student feels seen and heard. I will create lessons that are tailored to their abilities, allowing them to develop real-world skills, gain confidence in their independence, and experience success in ways that are meaningful to them. By integrating assistive technology, individualized learning plans, and vocational training, I will ensure that my students are not only prepared for the world but also empowered to take their place in it. My second year in my teaching professions class has taught me how to write IEPs, prepare for modifications and accommodations, and build an inclusive environment for all learners. I am about to begin my third round of student teaching at the early childhood center, and I am eager to go in with even more knowledge of the profession. To achieve my goal, I am committed to continuously expanding my understanding of disability and exceptionality while also educating others on the importance of inclusion. In the South, I have noticed that people tend to underestimate the abilities of those with disabilities. I hope to challenge these misconceptions and prove that, with the right support, individuals with exceptionalities can lead fulfilling and productive lives. A diagnosis does not define or limit a person, it simply means they require different support than others. Society too often categorizes individuals with disabilities as “unable” and dismisses their potential. My goal is to be an advocate for this community, to provide my students with the skills and opportunities they deserve, and to ensure that they experience a true sense of their own presence, both in my classroom and in the world beyond.

My name is Madeline O’Neal and it is my goal to become a teacher for students with special needs. I have always known that I wanted to be a teacher but I did not know what subject or specialty I was passionate about. I enrolled in a teaching professions class at my local technical school where I was given the amazing opportunity to student-teach at an early childhood education center for children with moderate to severe disabilities. This classroom had students aged three to seven who had disabilities ranging from nonverbal students with autism to children with significant learning disabilities. I had learned about the importance of IEPs and the IDEA Act in my classroom, but being able to see it firsthand was truly a life-changing experience. With this newfound passion, I began to observe and student-teach in other classrooms with exceptional learners. I have interned as a paraprofessional in a high school classroom with students whose exceptionalities range in ability and diagnosis. I have also been allowed to volunteer at a housing facility for adults with disabilities, which led me to want to eventually open my own special needs employment facility. I have witnessed in these experiences how special education programs often act as babysitting programs rather than teaching students valuable and employable skills. Students are often held in self-contained classes that only offer activities such as coloring sheets. I intend to offer stimulating activities and programs to students that will help them gain base-level jobs later in life. While most people think that these students are unable to learn, I have witnessed it first hand at Holy Angels, which is a facility where I volunteer. This facility teaches children and adults employable skills as well as helping them find jobs outside of the facility. I know that these tactics work and I cannot wait to implement them in my classroom/facility. I think that investing in these programs will not only make a positive impact on those with special needs, but it will also allow for the community to come in contact with people with disabilities. I have noticed that in my community, people with disabilities are kept from the public eye. I believe that this is what has fostered the misunderstanding and ignorance of disability. My second year in my teaching professions class has taught me how to write IEPs, prepare for modifications/accommodations, and make an inclusive environment for all learners. I am currently about to start my third round of student teaching at the same early childhood center and I am so excited to go in with even more knowledge of the profession. To achieve my goal I am continuing to expand my knowledge of disability and exceptionality while also teaching others of the importance of tolerance. I have noticed that many people underestimate the abilities of those with disabilities, especially in the south. I hope that I am able to show people that, with programs and special care, those with exceptionalities can live fulfilling and productive lives. I want people to understand that a diagnosis does not define or limit a human being, but only requires them to receive more assistance than others. People too easily categorize these students as “unable” and dismiss the fact that they are human beings with unique qualities, skills, and abilities. I would love nothing more than to be an advocate for this community.

My name is Madeline O’Neal and it is my goal to become a teacher for students with special needs. I have always known that I wanted to be a teacher but I did not know what subject or specialty I was passionate about. I enrolled in a teaching professions class at my local technical school where I was given the amazing opportunity to student-teach at an early childhood education center for children with moderate to severe disabilities. This classroom had students aged three to seven who had disabilities ranging from nonverbal students with autism to children with significant learning disabilities. I had learned about the importance of IEPs and the IDEA Act in my classroom, but being able to see it firsthand was truly a life-changing experience. With this newfound passion, I began to observe and student-teach in other classrooms with exceptional learners. I have interned as a paraprofessional in a high school classroom with students whose exceptionalities range in ability and diagnosis. I have also been allowed to volunteer at a housing facility for adults with disabilities, which led me to want to eventually open my own special needs employment facility. I have witnessed in these experiences how special education programs often act as babysitting programs rather than teaching students valuable and employable skills. Students are often held in self-contained classes that only offer activities such as coloring sheets. I intend to offer stimulating activities and programs to students that will help them gain base-level jobs later in life. While most people think that these students are unable to learn, I have witnessed it first hand at Holy Angels, which is a facility where I volunteer. This facility teaches children and adults employable skills as well as helping them find jobs outside of the facility. I know that these tactics work and I cannot wait to implement them in my classroom/facility. My second year in my teaching professions class has taught me how to write IEPs, prepare for modifications/accommodations, and make an inclusive environment for all learners. I am currently about to start my third round of student teaching at the same early childhood center and I am so excited to go in with even more knowledge of the profession. To achieve my goal I am continuing to expand my knowledge of disability and exceptionality while also teaching others of the importance of tolerance. I have noticed that many people underestimate the abilities of those with disabilities, especially in the south. I hope that I am able to show people that, with programs and special care, those with exceptionalities can live fulfilling and productive lives. I want people to understand that a diagnosis does not define or limit a human being, but only requires them to receive more assistance than others. People too easily categorize these students as “unable” and dismiss the fact that they are human beings with unique qualities, skills, and abilities. I would love nothing more than to be an advocate for this community. This scholarship would help me in my education endeavors because while my tuition is covered by state-based merit scholarships, that aid does not extend to my housing fees. $2,000 would be a huge help for me since housing and meal plans for my four year university stay is approximately $40,000. I sincerely thank you for taking the time to read my application essay and I would be delighted to receive the honor of this scholarship.

When I was thirteen, I started struggling with severe depression, and it slowly consumed every part of my life. By fifteen, my life completely shut down and I began to push away the people who cared about me the most. Me and my parents’ relationship fell into shambles because of how I was handling my depression. I began acting out to express the anger I had towards my situation because I did not know how to handle all of my emotions. Amidst this turmoil I unfortunately turned to unhealthy coping mechanisms that only made a bad situation worse and eventually made me lose all of my parents’ trust in me. Conversations often turned into arguments because I was blaming everyone else but myself for the situation I created. At sixteen, I enrolled in a teaching professions class at my local technical school, but I didn’t expect it to change anything about my situation. I signed up because I had always known I wanted to be a teacher, though at the time, I had no real passion for anything. As part of the program, I was able to student-teach in an early childhood education center for children with moderate to severe disabilities. Working with those students made me realize how much I had been focusing on my own pain while ignoring the struggles of others. Many of the students were nonverbal, some had severe learning disabilities, and others required constant support for even the smallest tasks. Despite their challenges, they showed up every day ready to learn, communicate, and connect with the world around them. These students were the most pure and kind hearted people that I ever could have met and working with them ignited a passion inside of me. Watching them work through obstacles that most people couldn’t even imagine forced me to reevaluate my own mindset. If they could push forward despite everything standing in their way, then I could, too. But beyond that, I saw how the education system had failed them in ways I could no longer ignore. Too often, special education programs were treated as babysitting services rather than real learning environments. Many students with exceptionalities in my state are underestimated, given busywork instead of actual lessons, and denied opportunities for growth. I refused to accept that, and I knew I had found the thing that would drive me forward. I threw myself into learning everything I could about the profession. I began student-teaching in multiple classrooms, interning as a paraprofessional, and volunteering at a housing facility for adults with disabilities. Finding my passion for teaching gave me a reason to push through and provided me with a newfound lust for life. Every day I daydream about finally having my own classroom, giving me a reason to get through any hardships I face. Now, I am determined to fight for my students, just as I once had to fight.

When I was thirteen, I started struggling with severe depression, and it slowly consumed every part of my life. By fifteen, my life completely shut down and I began to push away the people who cared about me the most. Me and my parents’ relationship fell into shambles because of how I was handling my depression. I began acting out to express the anger I had towards my situation because I did not know how to handle all of my emotions. Amidst this turmoil I unfortunately turned to unhealthy coping mechanisms that only made a bad situation worse and eventually made me lose all of my parents’ trust in me. Conversations often turned into arguments because I was blaming everyone else but myself for the situation I created. At sixteen, I enrolled in a teaching professions class at my local technical school, but I didn’t expect it to change anything about my situation. I signed up because I had always known I wanted to be a teacher, though at the time, I had no real passion for anything. As part of the program, I was able to student-teach in an early childhood education center for children with moderate to severe disabilities. Working with those students made me realize how much I had been focusing on my own pain while ignoring the struggles of others. Many of the students were nonverbal, some had severe learning disabilities, and others required constant support for even the smallest tasks. Despite their challenges, they showed up every day ready to learn, communicate, and connect with the world around them. These students were the most pure and kind hearted people that I ever could have met and working with them ignited a passion inside of me. Watching them work through obstacles that most people couldn’t even imagine forced me to reevaluate my own mindset. If they could push forward despite everything standing in their way, then I could, too. But beyond that, I saw how the education system had failed them in ways I could no longer ignore. Too often, special education programs were treated as babysitting services rather than real learning environments. Many students with exceptionalities in my state are underestimated, given busywork instead of actual lessons, and denied opportunities for growth. I refused to accept that, and I knew I had found the thing that would drive me forward. I threw myself into learning everything I could about the profession. I began student-teaching in multiple classrooms, interning as a paraprofessional, and volunteering at a housing facility for adults with disabilities. Finding my passion for teaching gave me a reason to push through and provided me with a newfound lust for life. Every day I daydream about finally having my own classroom, giving me a reason to get through any hardships I face. Now, I am determined to fight for my students, just as I once had to fight

My name is Madeline O’Neal and it is my goal to become a teacher for students with special needs. I have always known that I wanted to be a teacher but I did not know what subject or specialty I was passionate about. I enrolled in a teaching professions class at my local technical school where I was given the amazing opportunity to student-teach at an early childhood education center for children with moderate to severe disabilities. This classroom had students aged three to seven who had disabilities ranging from nonverbal students with autism to children with significant learning disabilities. I had learned about the importance of IEPs and the IDEA Act in my classroom, but being able to see it firsthand was truly a life-changing experience. With this newfound passion, I began to observe and student-teach in other classrooms with exceptional learners. I have interned as a paraprofessional in a high school classroom with students whose exceptionalities range in ability and diagnosis. I have also been allowed to volunteer at a housing facility for adults with disabilities, which led me to want to eventually open my own special needs employment facility. I have witnessed in these experiences how special education programs often act as babysitting programs rather than teaching students valuable and employable skills. Students are often held in self-contained classes that only offer activities such as coloring sheets. I intend to offer stimulating activities and programs to students that will help them gain base-level jobs later in life. While most people think that these students are unable to learn, I have witnessed it first hand at Holy Angels, which is a facility where I volunteer. This facility teaches children and adults employable skills as well as helping them find jobs outside of the facility. I know that these tactics work and I cannot wait to implement them in my classroom/facility. My second year in my teaching professions class has taught me how to write IEPs, prepare for modifications/accommodations, and make an inclusive environment for all learners. I am currently about to start my third round of student teaching at the same early childhood center and I am so excited to go in with even more knowledge of the profession. To achieve my goal I am continuing to expand my knowledge of disability and exceptionality while also teaching others of the importance of tolerance. I have noticed that many people underestimate the abilities of those with disabilities, especially in the south. I hope that I am able to show people that, with programs and special care, those with exceptionalities can live fulfilling and productive lives. I want people to understand that a diagnosis does not define or limit a human being, but only requires them to receive more assistance than others. People too easily categorize these students as “unable” and dismiss the fact that they are human beings with unique qualities, skills, and abilities. I would love nothing more than to be an advocate for this community.

My name is Madeline O’Neal and it is my goal to become a teacher for students with special needs. I have always known that I wanted to be a teacher but I did not know what subject or specialty I was passionate about. I enrolled in a teaching professions class at my local technical school where I was given the amazing opportunity to student-teach at an early childhood education center for children with moderate to severe disabilities. This classroom had students aged three to seven who had disabilities ranging from nonverbal students with autism to children with significant learning disabilities. I had learned about the importance of IEPs and the IDEA Act in my classroom, but being able to see it firsthand was truly a life-changing experience. With this newfound passion, I began to observe and student-teach in other classrooms with exceptional learners. I have interned as a paraprofessional in a high school classroom with students whose exceptionalities range in ability and diagnosis. I have also been allowed to volunteer at a housing facility for adults with disabilities, which led me to want to eventually open my own special needs employment facility. I have witnessed in these experiences how special education programs often act as babysitting programs rather than teaching students valuable and employable skills. Students are often held in self-contained classes that only offer activities such as coloring sheets. I intend to offer stimulating activities and programs to students that will help them gain base-level jobs later in life. While most people think that these students are unable to learn, I have witnessed it first hand at Holy Angels, which is a facility where I volunteer. This facility teaches children and adults employable skills as well as helping them find jobs outside of the facility. I know that these tactics work and I cannot wait to implement them in my classroom/facility. My second year in my teaching professions class has taught me how to write IEPs, prepare for modifications/accommodations, and make an inclusive environment for all learners. I am currently about to start my third round of student teaching at the same early childhood center and I am so excited to go in with even more knowledge of the profession. To achieve my goal I am continuing to expand my knowledge of disability and exceptionality while also teaching others of the importance of tolerance. I have noticed that many people underestimate the abilities of those with disabilities, especially in the south. I hope that I am able to show people that, with programs and special care, those with exceptionalities can live fulfilling and productive lives. I want people to understand that a diagnosis does not define or limit a human being, but only requires them to receive more assistance than others. People too easily categorize these students as “unable” and dismiss the fact that they are human beings with unique qualities, skills, and abilities. I would love nothing more than to be an advocate for this community. This scholarship would help me because while my tuition is covered by state-based merit scholarships, that aid does not extend to my housing fees. $2,000 would be a huge help for me since housing and meal plans for my four year university stay is approximately $40,000. I sincerely thank you for taking the time to read my application essay and I would be delighted to receive the honor of this scholarship.

Ever since I was in kindergarten, I always felt like the odd one out. I always saw myself as standing outside of the collective group of students, never being able to relate to my peers. That changed when I stepped into Mr. Lary’s AP European History class. From the moment I walked through the door, I knew his classroom was different. It was the first place where I felt completely safe to be myself, where I didn’t have to shrink or adjust to fit in. Mr. Lary created an environment where being different wasn’t just tolerated, it was celebrated. Every morning, without fail, he walks into school wearing a suit jacket and bow tie, a personal trademark that sets the tone for his class. His presence commands attention, not out of intimidation, but out of sheer respect. The moment you enter his room, you’re surrounded by history. Not just in the lessons he teaches but in the very walls themselves. His classroom is a collection of memories, filled with artwork, notes, and mementos left behind by students from years past. It is clear that each class, each student, matters to him. He remembers stories about almost every group he has ever taught, recounting them with such vivid detail that you can tell teaching isn’t just his job, it is his passion. But what truly sets Mr. Lary apart is the way he teaches. He doesn’t just recite facts or assign readings, he challenges us to think and to question. He introduced me to the Latin phrase ad fontes, meaning “to the source,” which has since become my personal motto. Every week, we analyze primary documents, picking apart perspectives and biases. He ensures that we don’t just learn about the past through the lens of the powerful, but through the voices of everyday people, the ones often forgotten in textbooks. One way that he ensures that we put our full effort into these analyses is what we call a wager. At the beginning of each semester, the class comes up with a reward that we will get if we turn in all of these primary source analyses on time. Only five classes of his fifteen years have ever been able to complete a wager, and we were one. One class wagered to shave his head, and when they won he gladly brought the razor to class. We wagered that he would have to dress in costumes, provided by us, for a whole week. He wore all five outfits every single day of the week, and he did so proudly because he knew that he had taught us the most valuable lesson in these assignments: going to the source. Beyond his lessons, the most important thing he has taught me is that who I am is enough. In a world that often pressures people to conform, he encourages us to be as weird as possible. He never makes anyone feel unusual or out of place because, in his classroom, individuality is a strength. His classroom is filled with students from all different backgrounds, yet somehow, he makes it a place where we all belong. Mr. Lary has not only shaped the way I see history but he has changed the way I see myself. His class gave me the confidence to embrace who I am, the curiosity to always seek the truth, and the reassurance that I belong. No matter where life takes me, I will carry ad fontes with me, ensuring that my future students, like myself, always have a space where they are free to be exactly who they are.

A spirit of excellence is demonstrated through a commitment to continuous growth, a dedication to meaningful work, and a determination to create positive change. In my everyday life, I exemplify excellence by striving to be the best version of myself; academically, professionally, and personally. My passion for education, particularly special education, has shaped my path and allowed me to contribute to my community in meaningful ways. By recognizing and addressing the shortcomings in education for students with disabilities, I actively work toward improving opportunities for individuals who are too often overlooked. My journey in education has given me insight into the realities of special education classrooms, where students with disabilities are frequently placed in self-contained environments with limited academic engagement. Rather than being challenged and prepared for the future, many of these students receive minimal instruction beyond basic activities. I have made it my mission to change this by advocating for more inclusive and enriching educational experiences. Through student-teaching in classrooms that serve students with a range of disabilities, I have seen the potential that lies within each student when given the proper support. This has motivated me to develop strategies that foster independence and provide real-world skills for students with exceptionalities. Beyond my work in the classroom, I give back to my community by volunteering at facilities that support individuals with disabilities. At organizations such as a housing facility for adults with special needs, I have witnessed the effectiveness of skill-building programs that prepare individuals for employment and independent living. These experiences have reinforced my belief that education should extend beyond traditional academic subjects and focus on equipping students with practical skills. Recognizing these gaps in special education has driven me to advocate for more comprehensive programs that prioritize long-term success rather than just day-to-day management. To me, excellence is not about personal achievement alone, but about using my knowledge and skills to uplift others. Through my education and hands-on experiences, I have developed a deep understanding of the policies, practices, and challenges within special education. This knowledge allows me to contribute to my community by working toward meaningful reform. I have taken courses that prepare me to develop Individualized Education Programs (IEPs) and create accommodations that ensure all students receive an equitable education. By continuing to educate myself and engage with the special needs community, I strive to be part of the solution to the systemic issues in special education. Every day, I work toward a future where students with disabilities are seen as capable, valued, and deserving of the same opportunities as their peers. Whether through teaching, volunteering, or advocating for change, I consistently give back to my community by identifying and addressing the shortcomings in education. A spirit of excellence is not just about hard work but is about making a lasting impact. By dedicating myself to this cause, I hope to contribute to a more inclusive and equitable educational system, ensuring that all students, regardless of ability, receive the support and opportunities they deserve.

From the moment I was born, my dad made sure he instilled a love of history in me. As a history major, he understood that history is not just about the past, but about how we utilize the lessons learned to influence the present. He helped to foster my personal passion for history, driving me to major in it. I believe that the teaching of culture and history provides students with the tools they need to learn tolerance and kindness. As a future teacher and mother, I strive to provide my children with multiple cultural perspectives to ensure that they are able to understand people from all backgrounds. My senior year AP European History teacher, Mr. Lary, taught me the phrase “ad fontes,” a Latin phrase that means “to the source.” This was the motto of the Renaissance, and I have decided this will be my personal motto and one that I will instill in my future students. “To the source” is not only a phrase, but a way of learning and living. Ad fontes urges us to look deeper into the things we learn and to not accept superficial perspectives of people and cultures. Mr. Lary taught me that history can be studied from two perspectives: The Great Man paradigm and social history. The Great Man Theory, coined by Thomas Carlyle, states that history should be learned by reading the biographies of great men. However, this perspective fails to acknowledge the stories of ordinary people, especially those who were marginalized in their own time. This is why social history provides a more accurate glimpse into a more diverse view of events. Mr. Lary always makes sure that we view historical events not only from this lens but from the perspective of all parties involved. Every week, we are required to read a primary document and analyze all of the points of view associated with it. He makes sure that we always go ad fontes when considering any significant event. This method of learning has transformed the way I view history and how I intend to teach it. It is not enough to accept history or anything at face value. Growing up in the South, I have witnessed how dangerous erroneous categorizations of groups can be. Education is the only way to cure the disease of prejudice because ignorance can only breed intolerance. Living in a world where misinformation spreads quickly, it has become clear to me that the pursuit of truth is not only an academic mantra but an essential tool for fostering compassion for others. I intend to encourage my children, students, and peers to go to the source of these stereotypes and to form their own opinions regarding different cultures, historical events, and societal structures. In Mr. Lary’s classroom, history brings together a diverse group of students. Most of the people in my class would not speak to each other outside of the classroom, but history provides a basis for everyone to engage in meaningful discussions regarding some of the most sensitive topics. The diversity found in this classroom allows for many differing perspectives to be expressed in an academic and respectful manner; a profound notion in today’s divided world. When people are equipped with an accurate understanding of history and culture, they are less likely to fall victim to believing superficial stereotypes. I plan to apply this philosophy in my future classroom by making history more than just the accumulation of names and dates. Through this, I hope to cultivate a generation that does not passively accept bias but instead goes to the source of truth.

My name is Madeline O’Neal and it is my goal to become a teacher for students with special needs. I have always known that I wanted to be a teacher but I did not know what subject or specialty I was passionate about. I enrolled in a teaching professions class at my local technical school where I was given the amazing opportunity to student-teach at an early childhood education center for children with moderate to severe disabilities. This classroom had students aged three to seven who had disabilities ranging from nonverbal students with autism to children with significant learning disabilities. I had learned about the importance of IEPs and the IDEA Act in my classroom, but being able to see it firsthand was truly a life-changing experience. With this newfound passion, I began to observe and student-teach in other classrooms with exceptional learners. I have interned as a paraprofessional in a high school classroom with students whose exceptionalities range in ability and diagnosis. I have also been allowed to volunteer at a housing facility for adults with disabilities, which led me to want to eventually open my own special needs employment facility. I have witnessed in these experiences how special education programs often act as babysitting programs rather than teaching students valuable and employable skills. Students are often held in self-contained classes that only offer activities such as coloring sheets. I intend to offer stimulating activities and programs to students that will help them gain base-level jobs later in life. While most people think that these students are unable to learn, I have witnessed it first hand at Holy Angels, which is a facility where I volunteer. This facility teaches children and adults employable skills as well as helping them find jobs outside of the facility. I know that these tactics work and I cannot wait to implement them in my classroom/facility. I think that investing in these programs will not only make a positive impact on those with special needs, but it will also allow for the community to come in contact with people with disabilities. I have noticed that in my community, people with disabilities are kept from the public eye. I believe that this is what has fostered the misunderstanding and ignorance of disability. My second year in my teaching professions class has taught me how to write IEPs, prepare for modifications/accommodations, and make an inclusive environment for all learners. I am currently about to start my third round of student teaching at the same early childhood center and I am so excited to go in with even more knowledge of the profession. To achieve my goal I am continuing to expand my knowledge of disability and exceptionality while also teaching others of the importance of tolerance. I have noticed that many people underestimate the abilities of those with disabilities, especially in the south. I hope that I am able to show people that, with programs and special care, those with exceptionalities can live fulfilling and productive lives. I want people to understand that a diagnosis does not define or limit a human being, but only requires them to receive more assistance than others. People too easily categorize these students as “unable” and dismiss the fact that they are human beings with unique qualities, skills, and abilities. I would love nothing more than to be an advocate for this community.

My name is Madeline O’Neal and it is my goal to become a teacher for students with special needs. I have always known that I wanted to be a teacher but I did not know what subject or specialty I was passionate about. I enrolled in a teaching professions class at my local technical school where I was given the amazing opportunity to student-teach at an early childhood education center for children with moderate to severe disabilities. This classroom had students aged three to seven who had disabilities ranging from nonverbal students with autism to children with significant learning disabilities. I had learned about the importance of IEPs and the IDEA Act in my classroom, but being able to see it firsthand was truly a life-changing experience. With this newfound passion, I began to observe and student-teach in other classrooms with exceptional learners. I have interned as a paraprofessional in a high school classroom with students whose exceptionalities range in ability and diagnosis. I have also been allowed to volunteer at a housing facility for adults with disabilities, which led me to want to eventually open my own special needs employment facility. I have witnessed in these experiences how special education programs often act as babysitting programs rather than teaching students valuable and employability skills. Students are often held in self-contained classes that only offer activities such as coloring sheets. I intend to offer stimulating activities and programs to students that will help them gain base-level jobs later in life. While most people think that these students are unable to learn, I have witnessed it first hand at Holy Angels, a facility where I volunteer. This facility teaches children and adults employable skills as well as helping them find jobs outside of the facility. I know that these tactics work and I cannot wait to implement them in my classroom/facility. To achieve my goal I am continuing to expand my knowledge of disability while also teaching others of the importance of tolerance. I have noticed that many people underestimate the abilities of those with disabilities, especially in the south. I hope that I am able to show people that, with programs and special care, those with exceptionalities can live fulfilling and productive lives. I want people to understand that a diagnosis does not define or limit a human being, but only requires them to receive more assistance than others.

My name is Madeline O’Neal and it is my goal to become a teacher for students with special needs. I have always known that I wanted to be a teacher but I did not know what subject or specialty I was passionate about. I enrolled in a teaching professions class at my local technical school where I was given the amazing opportunity to student-teach at an early childhood education center for children with moderate to severe disabilities. This classroom had students aged three to seven who had disabilities ranging from nonverbal students with autism to children with significant learning disabilities. I had learned about the importance of IEPs and the IDEA Act in my classroom, but being able to see it firsthand was truly a life-changing experience. With this newfound passion, I began to observe and student-teach in other classrooms with exceptional learners. I have interned as a paraprofessional in a high school classroom with students whose exceptionalities range in ability and diagnosis. I have also been allowed to volunteer at a housing facility for adults with disabilities, which led me to want to eventually open my own special needs employment facility. I have witnessed in these experiences how special education programs often act as babysitting programs rather than teaching students valuable and employable skills. Students are often held in self-contained classes that only offer activities such as coloring sheets. I intend to offer stimulating activities and programs to students that will help them gain base-level jobs later in life. While most people think that these students are unable to learn, I have witnessed it first hand at Holy Angels, which is a facility where I volunteer. This facility teaches children and adults employable skills as well as helping them find jobs outside of the facility. I know that these tactics work and I cannot wait to implement them in my classroom/facility. My second year in my teaching professions class has taught me how to write IEPs, prepare for modifications/accommodations, and make an inclusive environment for all learners. I am currently about to start my third round of student teaching at the same early childhood center and I am so excited to go in with even more knowledge of the profession. To achieve my goal I am continuing to expand my knowledge of disability and exceptionality while also teaching others of the importance of tolerance. I have noticed that many people underestimate the abilities of those with disabilities, especially in the south. I hope that I am able to show people that, with programs and special care, those with exceptionalities can live fulfilling and productive lives. I want people to understand that a diagnosis does not define or limit a human being, but only requires them to receive more assistance than others. People too easily categorize these students as “unable” and dismiss the fact that they are human beings with unique qualities, skills, and abilities. I would love nothing more than to be an advocate for this community.

My career goal is to be a special education teacher in the Caddo Parish school system. In order to achieve this goal, I am going to attend Louisiana Tech University with a major in history. I chose this university because it is more cost-efficient to stay in-state. While a degree in education would secure me a teaching certificate and thus a teaching job, education degrees are considered bachelors of science. In order to receive a bachelors of science, I would need to take high level math and science classes. I understand that while I have maintained all A’s in my high school career, STEM courses have always been a weakness of mine. A few of the merit-based scholarships that I have been awarded stipulate that I must maintain a 3.0 GPA to continue receiving these scholarships. My GPA would be more likely to drop when taking college level STEM classes, thus inhibiting my ability to afford college and become a teacher. My tuition at LA Tech is approximately $34,000, which I have worked hard during high school to receive merit scholarships to be able to pay for it. However, these scholarships do not extend to my housing, meal plan, and book fees. The total for housing over the course of my four years at university is approximately $24,000. The university is on the quarter system, meaning that I will have to pay the $2,000 housing fee three times a year, for four years. This does not include the cheapest meal plan of $1500 a quarter (nonrefundable), which is required when living on campus. My meal plan fees for four years come out to $18,000 for the four years. The LA Tech website estimates about $1530 in book fees per year, which equates to $6120 for the four years. These miscellaneous fees equate to $48,120 that I have to find funding for. Since my major of history does not secure me a teaching license, I will have to enroll in an alternate certification course. My state allows for teachers to get this license if they hold a bachelor's degree of any kind. The course that I have selected is iTeach, an online program, which is $99 a month until completion. This program is designed to last one school year and enrolling in this program does allow for me to be an in-classroom teacher while I complete it. This course will cost approximately $891. This is because the teacher shortage in my state prompted the school board to allow people to acquire a teaching job if they are simultaneously enrolled in a certification course. This means that I will be able to get my dream job after my four years of university. Another level of certification I will need to acquire are the Praxis exams, which test a teacher’s content knowledge. My ACT score does allow me to opt-out of the first Praxis exam, which is base-line math, science, and ELA knowledge. To gain a certification in elementary education 1-5, I must take the Principles of Learning and Teaching exam, Elementary Education: All Subjects exam, and the Teaching Reading exam. Each of these exams cost $156 and the study books for each exam are around $35 each. This makes my Praxis materials approximately $573. Although the money and time it takes to become a certified teacher may seem like a lot, it has been my dream since I was in middle school. I have been constructing this plan for five years now and I will do whatever is necessary to ensure that I follow this plan.

My name is Madeline O’Neal and it is my goal to become a teacher for students with special needs. I have always known that I wanted to be a teacher but I did not know what subject or specialty I was passionate about. I enrolled in a teaching professions class at my local technical school where I was given the amazing opportunity to student-teach at an early childhood education center for children with moderate to severe disabilities. This classroom had students aged three to seven who had disabilities ranging from nonverbal students with autism to children with significant learning disabilities. I had learned about the importance of IEPs and the IDEA Act in my classroom, but being able to see it firsthand was truly a life-changing experience. With this newfound passion, I began to observe and student-teach in other classrooms with exceptional learners. I have interned as a paraprofessional in a high school classroom with students whose exceptionalities range in ability and diagnosis. I have also been allowed to volunteer at a housing facility for adults with disabilities, which led me to want to eventually open my own special needs employment facility. I have witnessed in these experiences how special education programs often act as babysitting programs rather than teaching students valuable and employability skills. Students are often held in self-contained classes that only offer activities such as coloring sheets. I intend to offer stimulating activities and programs to students that will help them gain base-level jobs later in life. While most people think that these students are unable to learn such things, I have witnessed it firsthand at Holy Angels, which is a facility where I volunteer. This facility teaches children and adults employable skills as well as helping them find jobs outside of the facility. I know that these tactics work and I cannot wait to implement them in my classroom/facility. My second year in my teaching professions class has taught me how to write IEPs, prepare for modifications/accommodations, and make an inclusive environment for all learners. I am currently about to start my third round of student teaching at the same early childhood center and I am so excited to go in with even more knowledge of the profession. I have also completed the ED 250 class through my local university, which is a class specifically for learning to teach students with disabilities. This class, along with many other education classes that I have taken, will go towards my alternate teaching certification. My financial need is for my room and board at my university. While my tuition is mostly covered by merit university scholarships and grants, they do not extend to housing and meal plans.

I have always had a strong love for history, which was fostered by my father who was a history major in college. Anything that I wanted to know about American history, my dad could either tell me or direct me to a book in our family library. While I was in elementary school, my family spent nearly every evening watching the History Channel and documentaries about the American Revolution. Our first family vacation was to Gettysburg where my father spent hours pouring over the informational signs and translating them to ten-year-old me. Growing up in this environment, I thought the love for history was commonplace. I would spend my free time watching documentaries about the odd facets of history and reading historical fiction. Whether I was learning about the Tudor dynasty, the sinking of the Titanic, or the Civil War, I was soaking up every story provided by the great men of history. I guess that is why I have such a deep affinity for history: it acts as many stories woven into the fabric of our world. I love connecting historic events to modern experiences, drawing parallels to show the continuity of one singular action and its effect on all of history. Once I got into high school, I realized that I could take any history class that I wanted. I currently have six history credits, far more than the required three. I take every opportunity I can get to share my love of history, such as competing in the Social Studies Fair for three years and speaking at the annual Gayarre History Conference. I feel a need to share with my peers that history is not merely the monotonous compilation of facts and dates but is the backbone of our lives in the current day. I have found my specific passion for European history, loving the intricate intertwining of each country’s story. I decided to harness this love and pursue a major in history at Louisiana Tech University, just like my father. As a future teacher, it is my goal and duty to be a lifelong learner. I intend to share this passion with each of my students and eventually my future children. I want to shatter the notion that the learning of history is only supposed to take place in the classroom because history is seen all around us. The buildings we pass each morning have a specific story behind them and each person we encounter has had a life full of individual experiences. I want people to not view history as something we are to study and analyze because we are part of it. I hope to pass on my and my father’s love for history and for people to view it as a passion rather than a burden.

I got my first clock radio when I was five years old. I grew up without electronics or internet, I did not receive my first phone or internet in my home until I was fifteen years old. So, if I wanted to listen to music I would have to turn on my Timex clock radio. I spent hours listening to the classic rock station since I had a special fondness for “old music.” On my seventh birthday, my parents surprised me with my own Sony CD player and radio. I was beyond excited to be able to have my own CDs and to listen to my favorite music at any point. Music has always been a huge part of my life, my parents being the biggest music fanatics I know. My childhood was filled with the sounds of Pink Floyd, Radiohead, The Beatles, Elvis, and Red Hot Chili Peppers. My first CD I ever owned was The Talking Heads Greatest Hits. I was fascinated with the slow beats and quirky lyrics of the new wave movement. I particularly enjoyed The Talking Heads’ music videos because of David Byrne’s creativity and lyricism. As I got older, my CD collection grew by the dozens. I would borrow new CDs from my parents or purchase them myself at the thrift store. When I was a freshman in high school, my dad played Pink Floyd’s The Wall for me. Pink Floyd’s brilliant storytelling and distinguished guitar riffs captivated me. I now play The Wall for myself once a year, soaking in the memories with my father and the sheer musical genius incorporated into that concept album. Most people say that they enjoy music, even love it, but to me music is my life. It is the only way that I know how to connect with people since it is such a huge foundation for me and my parents’ relationship. If I can know a person’s favorite music artists, I feel as if I know them very well. When deciding the location for my senior photos, I chose my local record store where I had spent so many hours of my high school experience thumbing through old vinyl and soaking in the sounds of our classic rock station. Whenever I have a bad day or need to distance myself from the stressful world that we live in, I slip into the musical world. I gaze at my posters of Pink Floyd, Radiohead, The Smiths, Led Zeppelin and I feel at ease. I create my own world where nothing matters but the lyrics, guitar, and story. Although my Sony CD player is long gone, I kept all of my CDs. Occasionally, I look through them, looking at the notes that I had left to remind myself which songs I liked to most. My Beach Boys’ album where I denoted in pink glitter pen that my favorite songs were God Only Knows and Wouldn’t It Be Nice. Now I am seventeen with a much wider variety of music that I like. In order to understand people better and to bond with them, I often listen to their favorite music. Each person who I have loved has left a mark on me and my music taste. Radiohead from my father, The White Stripes from my mother, and The Talking Heads from my grandfather. Each person manages to give a thread that ends up weaving the tapestry of my life. Music manages to play a role in every single facet of my life and the people who I have loved have helped build my musical world inadvertently.

Something I have learned that has changed my perspective on life is what my mother’s students have to go through. My mother is a special education teacher at our local career and technology center. It was not until she had taken the job that I fully understood what people with special needs go through. My mother’s class is usually the only stimulating activity that her students experience every day. Most of the students are 19 or 20 because their parents cannot afford the time or money that it takes to get them into the work force. After turning 22 years old, the students age out of the system, leaving them with no where to go and no stimulating activities to better themselves. These students will never learn how to be independent and to live in our world, leaving them dependent on their already impoverished families. Since learning just how insufficient the special needs programs are in Louisiana, I vowed to make it more efficient with a better turn out of independent special needs adults. These kids cannot be forgotten about after they age out. We need to, as a community, work together to make sure that these children can grow up to live a semi-normal, independent life. For example, one of my mother’s students who is always eager to learn is aging out of the system this year. His family does not have the means to provide him with the environment he needs to become an independent adult. I have had the pleasure to meet him and he tells me that he is going to miss his class with my mother. It is heartbreaking to know that he will not get an equal chance to thrive because of a predetermined cognitive disability that only makes him that much more special.