“I have learned that the purpose of teaching is to bring the student to his or her sense of his or her own presence.” – Professor Harold Bloom, Possessed by Memory. This quote reflects the true essence of why I want to become a special education teacher. To me, a student’s “own presence” means recognizing their unique abilities, developing confidence in who they are, and realizing that their voice matters. It is the moment a child understands that they are not defined by limitations but by their potential to grow and contribute. Teaching is not simply about transferring knowledge; it is about guiding students to see their own value and place in the world. As an instructional assistant, I have worked closely with students ranging from mild-moderate to moderate-severe. Each student has shown me that success looks different for everyone. For one child, success may be learning to read a paragraph aloud, while for another, it may be using communication tools to express a need. These experiences have deepened my belief that my role as an educator is to create an environment where all students feel safe, capable, and celebrated. This passion is also personal. My brother is high-functioning autistic (level 1), and growing up with him taught me the importance of patience, understanding, and advocacy. I saw how much he struggled with social interactions and routines, but I also saw his resilience and brilliance when given the right support. His journey inspires me to ensure that every student, no matter their challenge, has someone who believes in them and guides them toward their “own presence.” My mission as a special education teacher will be to provide tools, strategies, and encouragement to help students regulate emotions, build independence, and find pride in their accomplishments. I plan to use personalized instruction, hands-on learning, and social-emotional strategies to help each child grow at their own pace. Most importantly, I want my students to leave my classroom knowing that they are capable of success and worthy of belonging. A Brief Fairy Tale Once upon a time, there was a young heroine who carried both patience and courage in her heart. She entered a village where children felt unseen and unheard. With gentle words, creative lessons, and endless belief, she helped each child discover their hidden light. Slowly, the village transformed children began to laugh, learn, and shine in their own ways. The heroine realized that her true magic was not in giving them her light, but in helping them find their own. And so, the children lived with confidence, knowing their presence mattered.

If I had the opportunity to create a class that all students in grades K-12 were required to take, I would design a course centered on Social and Emotional Learning (SEL). While traditional academics such as math, science, and reading prepare students for future careers, SEL equips students with the lifelong skills needed to build meaningful relationships, manage their emotions, and care for their mental health. In many ways, these are the foundations that allow students to succeed in school and beyond, making SEL just as vital as any academic subject. This class would be structured to grow with students as they progress through their school years. In the early grades, lessons would focus on understanding feelings, practicing kindness, and making healthy friendships. Students would learn simple strategies for managing big emotions, such as using words to express themselves or calming down with breathing techniques. As they move into middle and high school, the curriculum would expand to include complex topics such as identifying toxic relationships, practicing self-control, and understanding how to set personal boundaries. Students would also learn to recognize when they need help and how to seek support. A core component of the class would involve teaching practical techniques for managing mental health challenges like anxiety, anger, and depression issues that many young people quietly struggle with during the six or more hours they spend in school each day. Strategies like grounding exercises, mindfulness activities, and journaling could be taught to help students regulate emotions in the moment. Additionally, students would engage in activities that strengthen brain power, such as memory games, problem-solving tasks, and creative thinking exercises, giving them tools to sharpen focus and improve academic performance while also supporting emotional balance. The benefits of such a class would extend far beyond the classroom walls. Students who know how to cope with stress, resolve conflicts peacefully, and recognize healthy versus unhealthy dynamics are more likely to thrive socially and academically. Over time, these lessons could help reduce bullying, lower disciplinary issues, and foster a more positive school climate. Beyond school, students would carry these skills into adulthood, enabling them to form stronger personal relationships, work effectively with others, and approach challenges with resilience and empathy. Ultimately, requiring an SEL class for all K-12 students would acknowledge that education is not only about academic achievement but also about nurturing well-rounded, emotionally healthy individuals. By prioritizing emotional intelligence alongside academics, schools would be shaping a generation better equipped to handle life’s challenges and to contribute positively to their communities.

As an instructional assistant in a middle school special education classroom, I work closely with students who face emotional and behavioral challenges. Each day is unpredictable, requiring patience, empathy, and resilience. One student, in particular, stands out in my memory—not just because of the progress he made, but because of the way he reminded me why I chose this career path. This student had been diagnosed with emotional disturbance and struggled with a range of mental health issues, including depression, anxiety, and anger. From the moment he walked into our fundamentals math classroom, it was clear that he carried more than just a backpack—he carried the weight of past trauma, broken trust, and a deep sense of isolation. His interactions with peers were limited, often defensive, and his academic performance reflected his inner turmoil. While many saw a defiant and disruptive student, I saw someone yearning for connection and understanding. One of my main roles in the classroom is to deescalate situations before they become overwhelming. This involves learning each student’s triggers and helping them develop strategies to manage their emotions. With this student, it took time—weeks of consistent effort, quiet moments of support, and small but meaningful conversations. I never forced him to talk, but I always let him know I was there when he was ready. Slowly, trust began to grow. I learned that he felt safest when he had choices and structure, so I gave him the space to decompress when needed and encouraged him to make small, manageable goals each day. Over time, our one-on-one sessions became more productive. He began turning in assignments, participating in class discussions, and most importantly, he started building friendships with other students. He smiled more. He laughed more. He began to see that school didn’t have to be a place of judgment—it could be a place of safety and growth. When I asked him what changed, he said, “I just feel like someone finally listens to me.” That simple sentence meant everything to me. By the end of the school year, this student had passed his classes for the first time in years. His behavior referrals had significantly decreased, and he had built a small but strong circle of friends. I realized then that success isn’t always about perfect grades or attendance—it’s about helping a student believe in themselves enough to try again. This student made as much of an impact on me as I did on him. He reminded me that we cannot control the family or life we are born into, but we can control the path we choose to follow. We all deserve someone who believes in us, especially during our darkest moments. Working with him affirmed my passion for education and strengthened my commitment to becoming a teacher who not only instructs but also inspires. Every child deserves to be seen, heard, and supported. While academic growth is important, emotional growth is just as vital—especially for students navigating mental health struggles. I hope to continue helping students like him find their voice, their strength, and their sense of belonging. Because when students feel safe, they can succeed. And sometimes, all it takes is one trusted adult to make a lasting difference.

Being apart of the Latino-American community and native Spanish speaker played a significant role in shaping my perspective on education. Growing up first hand in a predominantly Hispanic area has allowed me to experience the unique challenges that many students in similar communities face. These experiences fostered a deep connection with my heritage and a strong desire to give back by supporting future generations of students, especially those who may feel overlooked or misunderstood in the traditional educational system. As someone who understands the cultural and linguistic barriers that students often encounter, I have developed the ability to connect with them in meaningful ways. My bilingual skills not only allow me to communicate effectively with Spanish speaking students but also provide me an opportunity to engage with families, ensuring they feel supported and involved in their child’s education. This connection strengthens home-school relationships which is critical in helping students succeed. Living in a Hispanic dominated area, I’ve seen the importance of cultural representation in the classroom. I plan to bring that awareness into my teaching by incorporating materials and lessons that reflect the diversity of my students ‘ backgrounds. Doing so will help students feel seen and valued, promoting a sense of pride in their heritage. Additionally, I will use my personal experiences to create an inclusive and supportive environment, ensuring that every student, regardless of their background or language, has the tools they need to strive. My goal is to inspire my students to embrace their cultural identities while providing them with skills they need to succeed academically. By fostering an environment where they can be both challenged and supported, I aim to help them develop confidence and a strong sense of self-worth. My experiences within the Latino American community have given me the insight and motivation to make a lasting impact on future generations, empowering them to overcome challenges and achieve their full potential. I want students to feel confident and capable knowing that their heritage and experiences are assets, not obstacles. My personal journey has taught me the importance of representation, support, and empathy in the classroom, and I will use these lessons to ensure that my students have every opportunity to succeed, both academically and personally. My goal is to equip them with resources and support that I lacked, so they can achieve their full potential without facing the same struggles I endured. They will never be alone or unsupportive.

As an undergraduate student pursuing a degree in education, my goal is to become a middle school math teacher. This decision is deeply personal and stems from my own experiences in high school, where I struggled with my mental health and faced challenges that impacted my academic performance. During this difficult time, I felt overwhelmed and helpless, as if I had fallen into a hole I couldn’t climb out of. I was hesitant to ask for help, fearing rejection or being told there was nothing that could be done. However, one of my teachers noticed my struggles and took the initiative to reach out to me. This teacher’s support was transformative. They not only helped me improve my grade in their class but also provided me with resources such as after-school tutoring and, more importantly, encouraged me to seek help when I needed it. This experience was a turning point in my life. It made me realize the profound impact a teacher can have on a student's life, especially one who might be quietly struggling. I began to see teaching as more than just imparting knowledge; it is about recognizing the needs of each student, offering support, and empowering them to believe in their potential. This revelation inspired me to pursue a career in education. I want to be that teacher who notices when a student is struggling and steps in to offer support, encouragement, and resources, just as my teacher did for me. I believe that educators play a critical role in shaping the lives of young people, and I am committed to being an advocate for students who may otherwise go unnoticed. Currently, I work as a paraprofessional at a middle school, and this experience has solidified my passion for teaching. In this role, I have the opportunity to tutor students, build rapport, and advocate for them, mirroring the support I once received. It is incredibly rewarding to witness students improve their grades and gain the confidence to participate in extracurricular activities or even qualify for promotion. For example, I have seen students raise their grades from an F to a C, allowing them to engage in after-school programs that they are passionate about. These experiences have further fueled my desire to have my own classroom one day where I can create a supportive and nurturing environment for all students. Looking ahead, I plan to finish my undergraduate degree and begin working as a substitute teacher while pursuing a master’s degree in education. Ultimately, I aspire to have my own classroom where I can create a positive and inclusive learning environment that fosters growth and resilience in all students. Being a single mother also plays a significant role in my motivation to become a teacher. My child will be starting kindergarten next school year, and I am committed to being the best role model I can be, both as a teacher and a mother. I want to help him navigate his educational journey with confidence and support, just as I aim to do for my future students. My journey to becoming a teacher is not just a career choice; it is a deeply personal mission to give back and make a difference in the lives of students. I am determined to create an environment where students feel seen, heard, and supported, just as I was when I needed it most. This scholarship would provide me with the financial support necessary to continue my education and fulfill my dream of becoming a middle school math teacher who inspires and uplifts students every day.

My journey into the field of special education has been a deeply personal and transformative experience. I am currently pursuing a bachelor's degree in education in California, aspiring to become a teacher with my own classroom one day. The passion I have for teaching special education comes from my own family, specifically my younger brother, who is Autistic (Tier 1). Watching him navigate the challenges of social interactions, friendships, and school life shaped my desire to help others like him. His experiences, coupled with my professional growth as a paraprofessional, have solidified my commitment to this field and informed my beliefs about effective methods for teaching students with special needs. Growing up with my brother, I witnessed firsthand the difficulties he faced in relating to his peers. His social struggles were not just about making friends; they stemmed from a deeper challenge of understanding and interpreting social cues and norms. It was heartbreaking to see him isolated because he could not easily connect with those around him. I dedicated a significant amount of time to helping him develop social skills and understand the subtleties of social interactions. I would practice different scenarios with him, helping him recognize facial expressions, body language, and conversational cues. Over time, I saw him grow more confident in social settings, even if the progress was slow and filled with setbacks. This experience was not just about helping my brother; it was an awakening for me. I realized how powerful and rewarding it could be to support someone in finding their voice and place in the world. Inspired by this experience, I decided to pursue a job as a paraprofessional at a middle school. Here, I encountered students who reminded me of my brother—each with unique needs, challenges, and strengths. Working closely with these students to ensure their Individualized Education Program (IEP) goals were met became a fulfilling part of my job. My role involved more than just academic support; it included helping them improve their social skills and preparing them for the next stages of their lives, whether it be high school or the broader, more unpredictable "real world." I found myself advocating for these students regularly, working alongside classroom teachers to create an environment where each student could thrive. My role as a paraprofessional has further deepened my understanding of what it means to teach and support students with special needs. As I continue my education, aiming to complete my Bachelor’s degree and pursue a Master’s degree with a credential in mild-moderate special education, I am constantly thinking about the most effective methods for teaching special education students. One of the most important aspects, I believe, is building rapport with students. Understanding who they are beyond their diagnoses allows me to connect with them meaningfully, helping them feel safe and supported in the classroom. This rapport is also crucial for behavior management; when students are dysregulated, knowing their triggers and comfort zones can help de-escalate potential conflicts and guide them back to a place where they can learn. Differentiation and scaffolding are also key in special education. Every student learns differently, and it is our job as educators to meet them where they are. By breaking down tasks into manageable steps and providing various ways to access content, we give each student the opportunity to succeed at their own pace. This tailored approach not only supports their academic growth but also boosts their confidence and self-esteem. However, beyond these instructional strategies, the most critical aspect of my work is advocacy. As a paraprofessional, I have learned the importance of being a voice for my students, ensuring their needs are met, their strengths are recognized, and their challenges are addressed. Advocacy involves working closely with teachers, parents, and the students themselves to create a holistic approach to their education. In conclusion, my interest in teaching special education stems from my personal experiences with my brother and my professional experiences as a paraprofessional. These experiences have shaped my understanding of the importance of rapport, differentiation, scaffolding, and advocacy in teaching students with special needs. My goal is to continue learning and growing in this field so that I can create a classroom environment where every student feels valued, understood, and empowered to reach their full potential. With dedication and a heart committed to this cause, I look forward to the day when I can make an even greater impact as a special education teacher.

Balancing work, caregiving, and being a college student has been a journey marked by significant challenges and growth. As a single mom, I face the daily struggle of providing for my child while pursuing my dream of earning a degree in education from Grand Canyon University. The balancing act often involves sacrificing precious time with my child, working overtime to make ends meet, and navigating difficult decisions that no parent should have to make, such as choosing between paying for food or gas. These experiences have not only tested my resilience but have also deeply shaped my career goals and commitment to creating a better future for my family. One of the most significant challenges has been the emotional toll of being away from my child due to work commitments. The reality of missing milestones or not being as present as I would like weighs heavily on me. There have been months where I was late on paying bills, or times when I had to prioritize basic needs. Yet, through all these struggles, my faith has been a source of strength. I believe that by the grace of God, we have made it through these tough months, emerging stronger each time. This faith and perseverance have fueled my determination to change our circumstances. I know that obtaining my bachelor's degree will provide more than just a piece of paper—it represents a pathway to a more stable and fulfilling life for us. It opens the door to a career that aligns with my passion for teaching and gives us the stability we need. I aspire to become a teacher and have my own classroom, where I can make a difference in the lives of students while also providing a better life for my child. The teaching profession offers a work schedule that aligns well with family life, allowing me to be more present for my child and provide opportunities for activities like sports. These challenges have not only shaped my career aspirations but have also taught me the value of perseverance, hard work, and hope. My experience balancing these roles has driven me to pursue a career where I can both support my family and follow my passion. I am committed to finishing my degree in education, not only for the better work-life balance it offers but also because it allows me to give back and inspire others who might be facing their own set of challenges. Ultimately, my goal is to build a future where my child can thrive, knowing that all the sacrifices were made with love and purpose.

The statement by Professor Harold Bloom, "the purpose of teaching is to bring the student to his or her sense of his or her own presence," emphasizes guiding students to self-awareness and confidence in their unique identities. In the context of special education, it means helping students understand their strengths, challenges, and the value they bring to the world. It is about empowering them to recognize their potential and to engage fully with their learning and social environment. As a special education teaching assistant, my mission is to guide my students toward this self-awareness and self-acceptance. Having grown up with a brother who is autistic (Tier 1), I understand the unique struggles that students with special needs face, both academically and socially. This personal experience fuels my passion for creating an inclusive and supportive classroom environment where every student feels seen, heard, and valued. My approach involves: 1. **Building Trust and Understanding**: Establishing a safe and supportive relationship with each student, understanding their individual needs, and recognizing their unique ways of interacting with the world. 2. **Promoting Social and Communication Skills**: Designing and implementing activities that help students practice and improve these skills, thereby encouraging positive interactions both in and outside the classroom. 3. **Encouraging Self-Expression and Confidence**: Providing opportunities for students to express themselves in ways that are comfortable for them, such as through art, music, or movement, and celebrating their achievements, no matter how small. 4. **Supporting IEP Goals**: Collaborating closely with teachers and other professionals to support students in reaching their Individualized Education Program (IEP) goals, ensuring each child's progress is recognized and celebrated. A Brief Fairy Tale: Monica, the Guiding Star Once upon a time, in a vibrant middle school nestled in a bustling town, there was a dedicated teaching assistant named Monica. She worked in the mild-moderate special education program and had a heart full of passion, shaped by her experience with her younger brother, a gentle soul with autism who struggled to find his place in the world. Monica had seen how her brother often felt lost in the noise of a world that moved too fast and spoke too loud. She spent years helping him navigate the complexities of social interactions and learning, becoming his guiding star. This experience ignited a flame within her—a desire to help others like him. In her classroom, Monica was known for her warmth and patience. She didn’t just teach; she created a magical space where every student felt safe to explore their thoughts and feelings. One day, she noticed a student named Leo, who often sat in the back, looking down at his desk. Leo rarely spoke and often seemed overwhelmed by the hustle and bustle around him. Monica saw in Leo the same struggles her brother faced. Determined to help, Monica used her knowledge and empathy to approach Leo with care. She introduced him to a quiet corner filled with calming colors and soft cushions, where he could retreat when the world became too overwhelming. She discovered his love for drawing and began to incorporate art into his lessons, allowing him to communicate in a language he found comforting. Over time, Monica worked with Leo on his IEP goals, gently guiding him through exercises that would build his confidence in speaking and interacting with his peers. She introduced games that helped him practice taking turns and understanding social cues. Slowly but surely, Leo began to lift his head, his eyes meeting hers with a spark of newfound courage. One day, during a class discussion, Leo raised his hand. The room quieted, and with a deep breath, he shared his thoughts. It was a small moment, but for Leo, it was a giant leap. Monica beamed with pride, knowing she had helped him take a step toward finding his own presence in the world. From that day on, Leo wasn’t the only one to shine. Each of Monica’s students, in their own time, found their voice, their confidence, and their place in the classroom. Monica, the guiding star, continued her journey, her heart full of hope, knowing she was on the path to becoming a teacher who could help even more students discover their own presence and potential. And so, the story continues, with Monica ever guiding, ever learning, and ever passionate about the journey ahead.

As an undergraduate student pursuing a degree in education, my goal is to become a middle school math teacher. This decision is deeply personal and stems from my own experiences in high school, where I struggled with my mental health and faced challenges that impacted my academic performance. During this difficult time, I felt overwhelmed and helpless, as if I had fallen into a hole I couldn’t climb out of. I was hesitant to ask for help, fearing rejection or being told there was nothing that could be done. However, one of my teachers noticed my struggles and took the initiative to reach out to me. This teacher’s support was transformative. They not only helped me improve my grade in their class but also provided me with resources such as after-school tutoring and, more importantly, encouraged me to seek help when I needed it. This experience was a turning point in my life. It made me realize the profound impact a teacher can have on a student's life, especially one who might be quietly struggling. I began to see teaching as more than just imparting knowledge; it is about recognizing the needs of each student, offering support, and empowering them to believe in their potential. This revelation inspired me to pursue a career in education. I want to be that teacher who notices when a student is struggling and steps in to offer support, encouragement, and resources, just as my teacher did for me. I am committed to being an advocate for students who may otherwise go unnoticed. Currently, I work as a paraprofessional at a middle school, and this experience has solidified my passion for teaching. In this role, I have the opportunity to tutor students, build rapport, and advocate for them, mirroring the support I once received. It is incredibly rewarding to witness students improve their grades and gain the confidence to participate in extracurricular activities or even qualify for promotion. For example, I have seen students raise their grades from an F to a C, allowing them to engage in after-school programs that they are passionate about. These experiences have further fueled my desire to have my own classroom one day where I can create a supportive and nurturing environment for all students. Looking ahead, I plan to finish my undergraduate degree and begin working as a substitute teacher while pursuing a master’s degree in education. This path will allow me to gain valuable classroom experience and further develop my skills as an educator. Ultimately, I aspire to have my own classroom where I can create a positive and inclusive learning environment that fosters growth and resilience in all students. Being a single mother also plays a significant role in my motivation to become a teacher. My child will be starting kindergarten next school year, and I am committed to being the best role model I can be, both as a teacher and a mother. I want to help him navigate his educational journey with confidence and support, just as I aim to do for my future students. My journey to becoming a teacher is not just a career choice; it is a deeply personal mission to give back and make a difference in the lives of students. I am determined to create an environment where students feel seen, heard, and supported, just as I was when I needed it most. This scholarship would provide me with the financial support necessary to continue my education and fulfill my dream of becoming a middle school math teacher who inspires and uplifts students every day.