From a young age, I knew I wanted to be a teacher. At just eight years old, I would gather my sister and neighborhood friends in our basement to “play school,” using supplies I had purchased with my allowance from the dollar store—complete with sticker charts. That early passion laid the foundation for what has become a lifelong commitment to education. I pursued a minor in Elementary Education at Aquinas College, where I completed my student teaching and participated in several internships. These included providing reading interventions for struggling students and tutoring children living in a local homeless shelter. Teaching has always been my calling, not only for the academic growth it fosters but for the deep, meaningful relationships I build with my students. I believe in centering dignity, empathy, and social-emotional development. My path into special education began during a year of volunteer service with AmeriCorps at a nonprofit supporting women and children impacted by domestic violence. This experience opened my eyes to the lasting effects of trauma on brain development. I completed training in Adverse Childhood Experiences (ACEs) and began working with teachers to implement trauma-informed and social-emotional learning practices in their classrooms. I was deeply moved by the research showing that even one supportive adult can dramatically lessen the long-term effects of childhood trauma. This understanding continues to guide and inspire my teaching practice. In my previous roles as an intervention and behavior specialist, I discovered a deep connection to working with students on the autism spectrum. I found this to be a perfect intersection of my passion for positive behavior interventions and my commitment to inclusive education. I later worked as a Registered Behavior Technician, delivering child-guided play therapy to support children in developing social skills, emotional regulation, and life skills to better access their world. I currently teach at a school serving students with disabilities who have been marginalized by the public school system due to a lack of adequate support. Many of our students and their families have experienced trauma in educational settings, and I feel honored to play a part in their healing. After my first year, families have shared that their children are happy at school for the first time in years—some feel safe enough to use the bathroom or make friends at school for the very first time. Seeing their progress and knowing that families are returning next year is the most meaningful validation of my work. Every day I spend in this role reaffirms that I am living my dream job. I am now pursuing a graduate degree in Special Education, along with a graduate certificate in Autism Spectrum Disorder. My goal is to become a Board Certified Behavior Analyst (BCBA), allowing me to further support students with autism and challenging behaviors, and help them access opportunities in a world that is often not designed with them in mind. It is with great gratitude that I apply for the Special Needs Advocacy Bogdan Radich Memorial Scholarship. Thank you for considering my application and for supporting future educators like myself.

From a young age, I knew I wanted to be a teacher. At just eight years old, I would gather my sister and neighborhood friends in our basement to “play school,” using supplies I had purchased with my allowance from the dollar store—complete with sticker charts. That early passion laid the foundation for what has become a lifelong commitment to education. I pursued a minor in Elementary Education at Aquinas College, where I completed my student teaching and participated in several internships. These included providing reading interventions for struggling students and tutoring children living in a local homeless shelter. Teaching has always been my calling, not only for the academic growth it fosters but for the deep, meaningful relationships I build with my students. I believe in centering dignity, empathy, and social-emotional development. My path into special education began during a year of volunteer service with AmeriCorps at a nonprofit supporting women and children impacted by domestic violence. This experience opened my eyes to the lasting effects of trauma on brain development. I completed training in Adverse Childhood Experiences (ACEs) and began working with teachers to implement trauma-informed and social-emotional learning practices in their classrooms. I was deeply moved by the research showing that even one supportive adult can dramatically lessen the long-term effects of childhood trauma. This understanding continues to guide and inspire my teaching practice. In my previous roles as an intervention and behavior specialist, I discovered a deep connection to working with students on the autism spectrum. I found this to be a perfect intersection of my passion for positive behavior interventions and my commitment to inclusive education. I later worked as a Registered Behavior Technician, delivering child-guided play therapy to support children in developing social skills, emotional regulation, and life skills to better access their world. I currently teach at a school serving students with disabilities who have been marginalized by the public school system due to a lack of adequate support. Many of our students and their families have experienced trauma in educational settings, and I feel honored to play a part in their healing. After my first year, families have shared that their children are happy at school for the first time in years—some feel safe enough to use the bathroom or make friends at school for the very first time. Seeing their progress and knowing that families are returning next year is the most meaningful validation of my work. Every day I spend in this role reaffirms that I am living my dream job. I am now pursuing a graduate degree in Special Education, along with a graduate certificate in Autism Spectrum Disorder. My goal is to become a Board Certified Behavior Analyst (BCBA), allowing me to further support students with autism and challenging behaviors, and help them access opportunities in a world that is often not designed with them in mind. It is with great gratitude that I apply for the Therese Ingelaere Murray Memorial Scholarship. Thank you for considering my application and for supporting future educators like myself.