I am passionate about the special education profession because I believe every child deserves to feel seen, heard, and valued for who they are—not just for what they can or cannot do academically. Special education is not simply about accommodations, paperwork, or modified lessons. It is about recognizing the humanity in each student and helping them discover their voice, confidence, and purpose. Professor Harold Bloom’s statement, “the purpose of teaching is to bring the student to his or her sense of his or her own presence,” speaks deeply to me. To me, a “sense of one’s own presence” means self-awareness, confidence, and belonging. It means a student understands that their thoughts matter, their voice deserves to be heard, and their existence has value in the classroom and beyond. Many students with special needs struggle not only with academics but also with self-doubt. They may feel different, overlooked, or defined by their challenges. Guiding them to a sense of their own presence means helping them see themselves as capable individuals with strengths, talents, and the power to contribute. My mission as a future special education teacher is to create an environment where students feel safe enough to take risks and strong enough to advocate for themselves. I want my classroom to be a place where mistakes are normalized and growth is celebrated. I will guide students toward experiencing their own presence by building strong relationships first. When students trust their teacher, they are more willing to express themselves. I will prioritize open communication, encourage self-reflection, and provide opportunities for students to make choices in their learning. Giving students ownership—whether through goal-setting, flexible assignments, or leadership opportunities—helps them recognize their own agency. I also believe in focusing on strengths before deficits. Instead of asking, “What can’t this student do?” I will ask, “What does this student do well, and how can I build from there?” By highlighting their abilities and celebrating progress, I can help students develop confidence. I want them to leave my classroom knowing not only academic content but also who they are as learners and individuals. In many ways, I see my role as similar to a guide in a fairy tale -- Once upon a time, in a classroom filled with hesitant voices and uncertain hearts, there was a teacher who carried no sword or shield, but instead carried patience and belief. The students in her classroom each held an invisible cloak that made them feel small and unseen. The teacher’s mission was not to remove their struggles with magic, but to hand each child a mirror. In that mirror, they slowly began to see their strengths—their creativity, persistence, kindness, and intelligence. With encouragement and guidance, the cloaks grew lighter. The students began raising their hands, sharing ideas, and standing taller. By the end of the story, the teacher realized she was never the true hero. The real heroes were the students, who discovered their own presence and stepped confidently into the world. That is the educator I strive to become: one who helps students recognize their worth and empowers them to believe in themselves long after they leave my classroom

I am interested in pursuing a career in teaching because I have experienced firsthand the powerful impact an educator can have on a student’s life. For me, teaching is not simply about delivering content or meeting academic standards. It is about building relationships, providing encouragement, and helping students believe in themselves—even when they struggle. I want to be the kind of teacher who creates a safe and supportive environment where every child feels valued, capable, and inspired to grow. Throughout my school years, I faced both academic and personal challenges that tested my confidence. During that time, one of my math teachers truly changed my life. Math was not always easy for me, and there were moments when I doubted my abilities. However, she saw potential in me even when I struggled to see it in myself. She stayed after school to help me understand difficult concepts, explained problems in multiple ways until they finally clicked, and constantly reminded me that mistakes were part of learning. More importantly, she supported me beyond academics. When I faced challenges in my personal life, she was someone I could talk to. She listened without judgment, encouraged me to keep pushing forward, and reminded me of my strengths during moments of doubt. Her belief in me made a lasting difference. She did not just teach math—she taught resilience, confidence, and perseverance. She celebrated my progress, no matter how small, and cheered me on in both school and extracurricular activities. Because of her, I began to see myself as capable and strong. She helped me grow not only as a student but also as a person. Even now, I remain in contact with her. She continues to be a mentor and role model in my life. As I pursue my degree in Elementary Education with endorsements in Math and Special Education, I often reflect on the example she set for me. I strive to become the kind of educator she was—one who builds strong relationships, provides consistent encouragement, and never gives up on her students. Her impact is a constant reminder of why I chose this profession. I am especially drawn to teaching math and working with students who may struggle or doubt themselves, just as I once did. I want to help students overcome their fears surrounding math and see it as something they are capable of understanding and mastering. I also want to be a steady source of support in their lives, whether they are facing academic obstacles or personal challenges. I believe that when students feel seen, heard, and encouraged, they are more willing to take risks and grow. Teaching is more than a job to me—it is a calling. I want to be the teacher who cheers from the sidelines, who stays after school to offer extra help, and who reminds students of their worth when they need it most. The impact my math teacher had on my life continues to inspire me every day, and I hope to one day make that same difference in the lives of my own students.

My name is Madison, and I am currently a sophomore at Central College, where I am majoring in Elementary Education with endorsements in Special Education, Math, and Reading. From a young age, I have felt called to work with children. I began babysitting at 12 and quickly realized how much I enjoyed helping children learn new skills and build confidence. That early interest grew into working at a childcare center and volunteering in classroom settings, where I saw firsthand the powerful role teachers play in shaping a child’s future. Those experiences confirmed that teaching is not simply a career path for me—it is a lifelong passion and purpose. I am especially drawn to math and special education because I believe every child deserves equal access to meaningful learning opportunities. Math can often be an intimidating subject for young learners, and I want to help students see it as something they can understand and master. In special education, I am passionate about advocating for students who may need additional support to succeed. Students with special needs often face academic and social challenges, but they also bring unique strengths, creativity, and perspectives into the classroom. I want to be the type of educator who recognizes those strengths and builds instruction around them rather than focusing only on limitations. In my future classroom, I plan to create an inclusive and supportive learning environment where every child feels valued, respected, and capable. I believe differentiation is key to meeting students where they are academically and emotionally. By providing accommodations, modifying instruction when needed, and collaborating closely with families and support staff, I hope to ensure that each student receives the individualized attention they deserve. I want my students to not only grow academically but also develop confidence, independence, and a strong sense of self-worth. My goal is to create a classroom culture where mistakes are seen as opportunities to learn and where effort is celebrated just as much as achievement. Through my volunteer experiences and work in childcare, I have learned invaluable lessons about patience, flexibility, and empathy. I have seen how no two children learn in the same way, and I have learned the importance of adapting instruction to meet diverse needs. I have also witnessed how powerful positive reinforcement and encouragement can be in helping a child persevere through challenges. One of the most important lessons I have learned is that relationships come before results. When students feel safe, understood, and supported, they are far more willing to take academic risks and push themselves outside of their comfort zones. These experiences have shaped my teaching philosophy and strengthened my commitment to becoming an educator who leads with compassion and high expectations. As a college student balancing academics and collegiate athletics, I do have financial needs. The cost of tuition, textbooks, housing, and other educational expenses creates significant financial pressure. Receiving this scholarship would greatly reduce that burden and allow me to focus more fully on my coursework, field experiences, and professional development. It would enable me to dedicate my energy toward becoming the best educator I can be,e rather than worrying about financial stress. I am deeply committed to making a meaningful difference in the lives of students, especially those with special needs. I believe education has the power to change lives, and I am eager to devote my career to helping young learners grow academically, socially, and emotionally. This scholarship would not only support my educational journey but also invest in the many children I hope to positively impact throughout my career.