In March of my junior year of high school, I found out my mom had cancer. From that moment on, my life changed in a big way. I was already trying to balance AP and honor classes, two online classes that needed to be finished before summer ended, spring and summer training for varsity, and a 250-hour internship at a local veterinary clinic. But with my mom’s diagnosis, I also had to take on more responsibility at home. I became responsible for all the cooking and cleaning, and supporting her however I could. She tried to shield me from how sick she was, but there were many bad days. It was a lot, and for a while, I just tried to push through like everything was normal. But things weren’t normal. The pressure built up fast, and I started feeling overwhelmed, anxious, and mentally exhausted. I was spiraling. I realized I couldn’t keep pretending I was okay. I was doing everything I could for everyone else, but I wasn’t taking care of myself. I felt guilty for even thinking about my own feelings while my mom was sick. Eventually, I made the choice to reach out for support. I started talking to one of my coaches about how I was feeling. He explained that in order for me to really be there for my mom, I had to be there for myself first. I learned to prioritize my own mental and emotional health and began developing routines that helped me feel grounded. One of the biggest tools in that process was lifting weights. The gym became more than just a place to train for football. It became a space where I could release stress, stay focused, and feel strong when the rest of life felt out of control. Lifting helps clear my mind and makes me feel calm when it seems like the everything around me is spinning. When I went to my college orientation last month, one of the first things I did was sign up for regular mental health check-ins with an on-campus counselor. I also created a class and study schedule that includes time every day for workouts, because I know now that my physical and mental well-being have to be a priority, not an afterthought. Having a schedule also makes me feel like I have more control over my day-to-day stressors. That difficult summer taught me a lesson I’ll carry with me through college and beyond: true strength isn’t just about pushing through hard times. It’s about knowing when to take a step back, ask for help, and take care of your whole self—mind, body, and soul. As I start college, I’m not just focused on academics. I’m focused on building a balanced, sustainable life. I've learned wellness is a daily commitment and that's a commitment I plan on sticking to.

I am deeply committed to increasing diversity and representation in the teaching profession. As a Black male, I recognize the significant shortage of Black male teachers in education, particularly in special education. In 12 years of public education, I only had one Black male teacher; one of just three Black educators at my high school, which has over 100 faculty members. Research has shown that students of color perform better when they have teachers who look like them and understand their experiences. By becoming an educator, I hope to be a role model for students who may not often see teachers who share their backgrounds. My presence in the classroom will serve as a powerful reminder that education is a space where all students belong, their voices matter, and their success is possible. In addition, as someone diagnosed with autism, dyscalculia, and dysgraphia, I’ve faced challenges that many people don’t always understand. Growing up, I struggled with social interactions, sensory overload, and the feeling of being different from my peers. I was lucky to have a strong support system—both at home and at school—that encouraged me to push through those difficulties. My parents, who are also public school teachers, taught me that every person has unique strengths and needs, and that a good teacher recognizes those needs and help students reach their full potential. I know what it’s like to feel misunderstood or left out, and I want to be the teacher who makes sure every child feels supported, valued, and capable. It’s not just about helping kids with special needs academically; it’s about creating an environment where they feel like they belong and are encouraged to try their best. I want to be there for those children who might feel different or struggle with learning, because I know what it feels like to need that extra support and understanding. In high school, I earned my certification to work as a teacher's assistant through the Early Childhood Academy at my school. This program gave me hands-on experience working with children at our local elementary school as well as severe and profound special needs students at my high school. It solidified my goal of becoming a special education teacher. In the fall, I will start college and major in Elementary Education with a focus on Special Education. I want to work with elementary-age students with special needs to help them develop a love for learning and find success in school. My goal is to show students that their disabilities do not define them while fostering an inclusive educational environment where all students feel represented and empowered. Every child deserves to know how important they are and I am eager to be the teacher who makes that happen. Beyond my classroom experiences, my community service experiences have also played a pivotal role in shaping my worldview. Volunteering with organizations like Meals for Hope, the Miracle League, and the Special Olympics has shown me the importance of ensuring that everyone feels included. I am excited to inspire and foster a love for learning while working toward a more inclusive and representative education system and the Bogdan Radich Memorial Scholarship will bring me one step closer to reaching that goal.

To me, going to college is not just about earning a degree—it’s about building a legacy. As a Black student with autism, dyscalculia, and a visual impairment, I’ve faced more challenges than I can count (and not just because I have dyscalculia). But I’ve also learned the value of perseverance, community, and purpose. College is the path that will allow me to take my lived experiences and turn them into something powerful: a career where I can help others, break barriers, and inspire students who might otherwise feel left out or overlooked. Growing up, I often felt different. I was diagnosed with autism at a young age, and it took me years to understand social cues and how to navigate a world that isn’t always made for people like me. On top of that, I live with retinitis pigmentosa, a condition that causes gradual vision loss. These challenges didn’t make things easy, but they made me who I am. They taught me patience, resilience, and empathy. More importantly, they helped me discover what I want to do with my life: become a special education teacher--so no student ever has to feel like I did. I remember being in elementary school and asking my teacher if I could work in the garden with a group of special needs students. I didn’t understand what made them “special,” I just knew they were fun and kind, and I wanted to be around them. That experience sparked something in me. Years later, through my high school’s Early Childhood Academy, I’ve been able to volunteer in classrooms and work one-on-one with students who learn differently. I’ve seen firsthand how powerful it can be when a student feels seen, heard, and supported. That’s what I want to give to every child I teach. As someone who has often felt like an outsider, I know how powerful it is to see someone who looks like you in a position of leadership. There are far too few Black male teachers in America’s schools, and I want to change that. Representation matters—especially for underserved minority youth who may not always have role models in the classroom. I want my students to know that they belong, that their voices matter, and that their future is bright. I want to be the teacher who helps them believe in themselves, even when the world tries to convince them otherwise. My parents, both public school teachers, always taught me that education is one of the most powerful tools we have. They’ve shown me what it means to serve others, and I want to carry on that legacy. But education means more to me than just a career. As a Black man from a family that has faced financial and personal hardships—including my mother’s recent battle with metastatic cancer—college represents opportunity, freedom, and a chance to change the narrative. The wealth gap is real, and I’ve seen how it affects families like mine. I want to be part of the solution. I want to be an example to young Black boys who might feel like they don’t belong; I want them to know they do. Whether in the classroom or the community, my goal is the same: to serve, to inspire, and to uplift. College is the bridge to that future. It’s where I will continue to grow, build community, and develop the tools I need to make a lasting impact. Receiving the Hines Scholarship would not only help me achieve my dreams—it would allow me to show others that with the right support, no obstacle is too great to overcome.

Life has presented me with more obstacles than I can count–and not just because I have dyscalculia! My learning disabilities (autism, partial blindness, OCD, and dyscalculia) made academics difficult, but instead of shying away from rigorous coursework, I have taken AP and honors classes and succeeded in completing not just one, but two honors career academies at my high school, proving that persistence and adaptability pave the way for success. These classes were not easy for me, but I refused to give up. I attended tutoring in the morning before school, made my own review games, and joined study groups to ensure my success. Beyond academics, I’ve excelled in athletics, volunteered with special needs children, participated in academic and non-academic clubs, and interned at both an animal hospital and a public elementary school. Like Kalia, being a student-athlete has been one of the most transformative experiences of my life. When I started high school, I had never played football—or any sport—before. I pushed myself to step out of my comfort zone, choosing to participate in 2-a-day workouts in the summers, studying film, so that I could learn and grow as an athlete. In addition to football, I compete in weightlifting, where I made it to the regional championship three times. These experiences taught me the importance of perseverance, discipline, and resilience. Through countless hours of training, overcoming injuries, and learning from my teammates and coaches, I developed a mindset that values hard work, determination, and continuous self-improvement—qualities that I will carry into every aspect of my life, including my future career. Being on the football team also gave me something even more valuable than athletic skills—it gave me a sense of belonging. As someone with autism, I have often struggled with social interactions and finding a place where I felt truly accepted. Football changed that. My teammates became my extended family, and for the first time, I felt like I had real friends who accepted me for who I was. The bond we built on and off the field showed me the power of teamwork and genuine friendship. Just as coaches and teammates have pushed me to be better, I strive to do the same for others. I wish I could say that the biggest hardship I’ve faced was disabilities, but unfortunately, that’s not the case. Last year, my mother was diagnosed with cancer. On top of my academic and extracurricular commitments, I also had to take on additional responsibilities at home. Watching her fight through pain and uncertainty while still showing up for our family taught me the true meaning of strength. Her perseverance inspired me to push forward, even when life felt overwhelming. I balanced school, work, and caregiving responsibilities, determined not to let circumstances define my future. At times, financial struggles made it difficult to focus on my education, but I refused to give up. These experiences only reinforced my commitment to helping others, especially children who face their own hardships. My journey has taught me that challenges are not roadblocks but stepping stones, each one pushing me closer to my goal of becoming a teacher who ensures every student, regardless of ability, has the opportunity to succeed. Receiving the Kalia D. Davis Memorial Scholarship would be a transformative opportunity—one that would help me further my education and amplify my mission of becoming a teacher. My story is not just about overcoming obstacles, but about using those experiences to uplift others. With the right support, belief, and opportunity, I know that every child can thrive—and I am determined to be the teacher who makes that happen.

I am deeply committed to increasing diversity and representation in the teaching profession. As a Black male, I recognize the significant shortage of Black male teachers in education, particularly in special education. In my 12 years as a student, I have had only one Black male teacher—one of just three Black educators at my high school, which has over 100 faculty members. Research has shown that students of color perform better when they have teachers who look like them and understand their experiences. By becoming an educator, I hope to be a role model for students who may not often see teachers who share their backgrounds. My presence in the classroom will serve as a powerful reminder that education is a space where all students belong, their voices matter, and their success is possible. In addition, as someone diagnosed with autism, I’ve faced challenges that many people don’t always understand. Growing up, I struggled with social interactions, sensory overload, and the feeling of being different from my peers. I was lucky to have a strong support system—both at home and at school—that encouraged me to push through those difficulties. My parents, who are also public school teachers, taught me that every person has unique strengths and needs, and that a good teacher recognizes those needs and help students reach their full potential. I know what it’s like to feel misunderstood or left out, and I want to be the teacher who makes sure every child feels supported, valued, and capable. It’s not just about helping kids with special needs academically; it’s about creating an environment where they feel like they belong and are encouraged to try their best. I want to be there for those children who might feel different or struggle to communicate, because I know what it feels like to need that extra support and understanding. I am currently enrolled in the Early Childhood Academy at my high school which has given me hands-on experience working with children and has solidified my goal of becoming a special education teacher. I want to work with elementary-age students with special needs to help them develop a love for learning and find success in school. My goal is to show students that their disabilities do not define them while fostering an inclusive educational environment where all students feel represented and empowered. Every child deserves to feel known, valued, and inspired, and I am eager to be the teacher who makes that happen. Beyond my classroom experiences, my community service experiences have also played a pivotal role in shaping my worldview. Volunteering with organizations like Meals for Hope, the Miracle League, and the Special Olympics has shown me that leadership is not just about directing others, but about understanding their needs, finding creative solutions, and ensuring that everyone feels included. These experiences are especially meaningful to me because I have firsthand knowledge of what it means to feel misunderstood or left out. I am excited to inspire and mentor students, fostering a love for learning while working toward a more inclusive and representative education system. I am eager to make a lasting impact on the lives of my future students.

Dr. Jack Terry’s life is a testimony to the strength of the human spirit. As a Holocaust survivor who lost his entire family and overcame unimaginable adversity to become a successful doctor, Army officer, and advocate, his story deeply inspires me. Like Dr. Terry, I have faced obstacles that could have held me back, but I have chosen to use them as motivation to persevere, achieve, and one day help others overcome their own challenges. I have autism, OCD, retinitis pigmentosa (a degenerative vision condition), and dyscalculia. From an early age, school was sensory overload for me—it often felt too loud, too fast, and too much. I also struggled with math due to my dyscalculia which often left me feeling defeated and frustrated because I didn't understand my classwork and homework. I had to learn how to manage my sensory needs and navigate emotional difficulties that many of my peers couldn’t understand. Despite these struggles, I refused to give up. I poured myself into my studies and took every opportunity to challenge myself academically and personally. I had to work harder than my peers and take advantage of every tutoring opportunity my school offered. I had to create my own study guides and learning games. I had to try harder to focus and learn coping strategies to help me succeed in school. I now maintain a 3.8 GPA and am on track to graduate high school with two career certifications. I’ve taken AP and honors classes, earned over 300 community service hours, and interned at a local animal hospital. Of everything that I have done in my life, volunteering with special needs children has been one of the most rewarding experiences of my life. It has also solidified my dream of becoming a special education teacher for elementary-aged children. Like Dr. Terry, I believe that adversity doesn’t define us—it refines us. The challenges I’ve faced have given me a sense of empathy and purpose that fuels my drive to help others. I want to be the kind of teacher who not only educates but also inspires and advocates for students who feel unseen or misunderstood. I know what it’s like to be the child who learns differently, who needs someone to believe in them, and who sometimes just needs a safe space. I want to be that safe space. Dr. Terry's story teaches us that pain can be transformed into purpose. If given the opportunity to receive this scholarship, I will use it not only to pursue my degree in special education but also to carry forward Dr. Terry’s legacy of resilience and hope. I want to give back to my community by helping children with special needs recognize their own value and potential. Every child deserves to be known, loved, and supported, and I am committed to making that a reality. I would be honored to carry forward the spirit of Dr. Terry’s legacy in my own journey of perseverance, compassion, and purpose.

One of the most transformative experiences in my life happened in elementary school: what began as curiosity turned into a passion. I remember watching a group of children plant flowers in the school garden, and their teacher guiding them with patience and kindness. One of the boys in my class was laughing at these other children and our teacher chastised him, but I didn't understand why he was laughing. To me, they looked like they were having such a good time--I was honestly jealous. I asked my teacher if I could help them, and after several days of nagging, I was given permission to skip recess twice a week so I could spend time with the kids in the garden. As I helped them dig, plant, and water, I learned that these students had special needs; my mom explained that everyone learns differently and that's what makes us all unique. This experience taught me the power of patience, kindness, and inclusion. A few years later, I was diagnosed with with autism, dyscalculia, and partial blindness. I often struggled with social interactions and sensory challenges, which made me feel different from my peers. Additionally, math concepts are hard for me and I had a difficult time seeing the board in class. But I would not let these things define me. Through the help of my parents and teachers, and my own tenacity, I persevered through these challenges. In the past 4 years, I have excelled in honors and AP classes and I am one of only 3 students in my school accepted into two honors academies. My involvement in my high school’s Early Childhood Academy, volunteering at a local elementary school, and working with special needs students at my high school has further solidified my passion for special education. I’ve also volunteered with organizations like Meals for Hope, the Miracle League, and the Special Olympics. These experiences have reinforced my belief in inclusion and the importance of making every individual feel valued.Through my school's Veterinary Academy, I had the opportunity to volunteer at a veterinary clinic, where I developed communication and problem-solving skills (plus, the added bonus of working with animals all day). I have found spending time with animals to be a form of alternative therapy for me and I hope to incorporate animal therapy in my future classroom. Additionally, one of my proudest moments in high school was being selected by my peers and teachers to be one of only 20 students out of my entire school for our school's hall of fame. Through my perseverance over my disabilities, I developed empathy and patience—qualities I know will make me a compassionate and effective teacher. I wish I could say that my disabilities were my biggest challenge. Last year, my mom was diagnosed with cancer. The past year has been hard on my whole family, but watching my mom suffer through treatment after treatment and still finding a way to stay positive has only reinforced my desire to be successful in college -- not just for my own sake, but for hers also. Witnessing my mother's strength during her battle inspired me to pursue my goals of becoming a teacher with the same determination. Through teaching, I hope to inspire future generations to embrace diversity, celebrate their unique abilities, and believe in their limitless potential. I want to be the support system for students who feel different or struggle to communicate, just as I once did. I aim to create a classroom where every student feels known, valued, and inspired, regardless of their challenges.

Being a student-athlete has been one of the most transformative experiences of my life. When I started high school, I had never played football—or any sport—before. I pushed myself to step out of my comfort zone, choosing to participate in 2-a-day workouts in the summers, studying film, so that I could learn and grow as an athlete. In addition to football, I compete in weightlifting, where I qualified for districts three times and regionals twice. These experiences taught me the importance of perseverance, discipline, and resilience. Through countless hours of training, overcoming injuries, and learning from my teammates and coaches, I developed a mindset that values hard work, determination, and continuous self-improvement—qualities that I will carry into every aspect of my life, including my future career. Being on the football team also gave me something even more valuable than athletic skills—it gave me a sense of belonging. As someone with autism, I have often struggled with social interactions and finding a place where I felt truly accepted. Football changed that. My teammates became my extended family, and for the first time, I felt like I had real friends who accepted me for who I was. The bond we built on and off the field showed me the power of teamwork and genuine friendship. This experience has inspired me to ensure that others, especially students with disabilities, find their own sense of belonging. Sports have not only shaped me physically and mentally but also reinforced my passion for helping others. Just as coaches and teammates have pushed me to be better, I strive to do the same for others. This mindset extends beyond the field and weight room into my academic and community pursuits. Through my enrollment in the Early Childhood Academy at my high school, I have gained hands-on experience working with young children, refining my teaching skills, and learning how to create engaging, inclusive learning environments. Additionally, I have volunteered extensively within my community. I have spent four years assisting with my county's Special Olympics, worked as a classroom assistant at a local elementary school, and dedicated time each week to reading to special needs students at my high school. These experiences have reinforced my belief that even small actions—whether it be offering encouragement, adapting communication methods, or fostering an inclusive space—can have a profound impact on a person's confidence and success. My commitment to service does not end with high school. I plan to continue my advocacy for students with special needs by becoming a dedicated special education teacher. I aim to create a classroom where all students feel empowered and where their individual strengths are recognized and nurtured. Beyond the classroom, I want to work on a broader scale to improve special education programs and policies, ensuring that all students, regardless of their challenges, receive equitable opportunities to succeed. Beyond my work with individuals with disabilities, I have also contributed through service-oriented initiatives at my school. Through the FFA club and Veterinary Academy, I helped raise funds and pack over 55,000 meals annually for the non-profit organization, Meals of Hope. These experiences have allowed me to see firsthand how teamwork and dedication can create meaningful change, reinforcing my desire to continue serving my community beyond high school. Whether through sports, academics, volunteer work, or advocacy efforts, I strive to make a difference in the lives of others. My journey has been shaped by challenges, but also by the unwavering belief that every child deserves to be known, valued, and inspired. I am committed to making a lasting impact on my community through service to others.

The movie that has had the greatest impact on my life is Temple Grandin. This film tells the inspiring true story of Dr. Temple Grandin, an autistic woman who overcame immense challenges to become a world-renowned scientist and advocate for individuals with autism. Watching this movie was a profoundly personal experience for me because, as someone with autism, I deeply related to Temple Grandin’s struggles and triumphs. Her journey reinforced my belief that a diagnosis does not define a person’s potential and that neurodiverse individuals have unique strengths that can contribute meaningfully to society. One of the most impactful aspects of Temple Grandin is how it highlights the importance of supportive mentors and inclusive education. Just as Temple was encouraged by her teachers and family to pursue her interests despite societal limitations, I have been fortunate to have parents (who are also teachers) who recognized my potential and helped me navigate challenges. This has fueled my passion for becoming a special education teacher, where I can be that source of encouragement for students who may feel misunderstood or underestimated. I have already begun working toward my goal of becoming a special education teacher. I have been enrolled in the Early Childhood Academy at my high school, where I have gained hands-on experience working with young children. This program has given me valuable insights into child development, instructional strategies, and classroom management, all of which will be essential in my future career. Additionally, my volunteer work has provided me with extensive experience working with individuals with special needs. I have served as a classroom assistant at a local elementary school, volunteered for four years with my county’s Special Olympics, and read to special needs students at my high school once a week. Through these experiences, I have learned how to adapt communication, provide encouragement, and create inclusive environments that help students thrive. Additionally, the film’s emphasis on visual thinking and alternative learning styles resonated with me. Temple Grandin’s ability to perceive the world differently became one of her greatest strengths, allowing her to revolutionize the livestock industry and advocate for autism awareness. This reaffirmed my belief that students with disabilities should be supported in ways that cater to their individual learning styles rather than forced to conform to traditional methods. I want to create a classroom where students feel valued for who they are and where their unique abilities are celebrated, not seen as obstacles. Beyond its personal significance, Temple Grandin has reinforced my commitment to advocacy and inclusion. Just as Temple used her experiences to improve the world for others, I want to dedicate my career to ensuring that children with disabilities receive the support, resources, and encouragement they need to thrive. Watching this film gave me hope and solidified my purpose—to be a teacher who not only educates but also empowers students to embrace their strengths and pursue their dreams. Temple Grandin is more than just a movie to me; it is a reminder that perseverance, understanding, and the right support system can help individuals with disabilities achieve greatness. I am determined to follow in Temple’s footsteps by making a difference in the lives of children with special needs, fostering a more inclusive educational system, and advocating for a world where all students are given the opportunity to succeed.

My commitment to making the world a better place has been reinforced through my extensive volunteer work in my community. I have dedicated my time to serving individuals with special needs by volunteering at the Miracle League Christmas party and spending four years assisting with my county's Special Olympics. Additionally, I serve as a classroom assistant at a local elementary school and read to the special needs students at my high school once a week. My passion for service extends beyond working with individuals; through the FFA club and Veterinary Academy at my school, I have helped raise funds and pack over 55,000 meals annually for the non-profit organization Meals of Hope.  Through my school's Beta Club, I have raised money for underserved youth, collected stuffed animals for children who are victims of domestic abuse, and volunteered my time at several community events. These experiences have taught me that even small acts—such as adjusting how we communicate, offering encouragement, or fostering a more inclusive environment—can have a profound impact on individuals’ self-esteem and sense of belonging. My commitment to service has also shaped my career aspirations. Being enrolled in the Early Childhood Academy at my high school has given me hands-on experience working with children and has solidified my goal of becoming a special education teacher. I want to work with elementary-age students with special needs to help them develop a love for learning and find success in school. My goal is to show students that their disabilities do not define them while fostering an inclusive educational environment where all students feel represented and empowered. Every child deserves to feel known, valued, and inspired, and I am eager to be the teacher who makes that happen. Beyond my passion for special education, I am deeply committed to increasing diversity and representation in the teaching profession. As a Black male, I recognize the significant shortage of Black male teachers in education, particularly in special education. In my 12 years as a student, I have had only one Black male teacher—one of just three Black educators at my high school, which has over 100 faculty members. Research has shown that students of color perform better when they have teachers who look like them and understand their experiences. By becoming an educator, I hope to be a role model for students who may not often see teachers who share their backgrounds. My presence in the classroom will serve as a powerful reminder that education is a space where all students belong, their voices matter, and their success is possible. Through my dedication to service and my future role as a special education teacher, I will continue to give back to my community. I am excited to inspire and mentor students, fostering a love for learning while working toward a more inclusive and representative education system. My experiences have shaped my purpose, and I am eager to make a lasting impact on the lives of my future students.

One of the biggest challenges I’ve faced is living with autism. I was diagnosed at a young age, and for years, I struggled to understand why social situations felt so difficult for me. Making friends and understanding unspoken rules was often overwhelming. I frequently felt out of place and misunderstood. However, over time, I learned to embrace my unique strengths. My strong memory and ability to focus intensely on tasks have become assets in my academic journey. Living with autism has taught me the importance of patience, both with myself and with others. This self-acceptance has made me more compassionate, and I want to use my experiences to support students who feel different or struggle to fit in. Another major challenge has been my battle with retinitis pigmentosa, a condition that causes gradual vision loss. Throughout my childhood and teenage years, I underwent multiple eye surgeries in an effort to slow its progression. Each surgery was a reminder that my vision could deteriorate at any time, and I often felt fearful of the future. Despite these uncertainties, I have remained determined to succeed. I’ve learned to adapt and appreciate the abilities I do have, rather than focusing on what I may lose. This resilience has strengthened my desire to help others overcome obstacles in their own lives. Most recently, my family faced our greatest hardship yet: my mother’s cancer diagnosis. Overnight, my responsibilities shifted as I took on the role of caregiver, managing household tasks and offering emotional support while trying to stay on top of school work and athletics. Watching my mom endure chemotherapy was heartbreaking, but her unwavering strength and determination continue to inspire me. She remains my biggest motivator, always encouraging me to pursue my dreams. This experience deepened my sense of empathy and reinforced my belief in the power of perseverance. Beyond these personal challenges, financial struggles have also been a constant in my life. With my mother’s medical expenses and my own medical expenses due to vision issues and autism, my family has faced significant financial strain--we've incurred over $18,000 in medical bills just in the last year. This scholarship would alleviate some of that pressure, allowing me to focus on my studies without the overwhelming worry of financial hardship. These challenges have fueled my passion for becoming an elementary school special needs teacher, where I can help students overcome their own struggles and reach their full potential. Representation matters, and when students see educators who look like them and understand their struggles, they feel more empowered and motivated to achieve their goals. Studies have shown a strong positive correlation between students of color having teachers of color and their academic success, confidence, and overall engagement in school. Unfortunately, Black male teachers are underrepresented in the education system, and I want to help change that. I want students—especially young Black boys—to see that education is a space where they belong, where their voices matter, and where they can succeed.

One day in elementary school, I stood at the edge of the playground, watching a small group of students working in the school garden. Unlike my classmates, who ran to the swings, these students seemed to be enjoying something different. I didn’t know at the time that they were in a special needs class—I just saw kids having fun in the garden. Intrigued, I asked my teacher if I could help them. She hesitated at first, saying she would have to ask their teacher, but I persisted, asking every day until, finally, she said yes. That first day, I was nervous. Would they want my help? Would they like me? That nervousness quickly wore off. They laughed when I accidentally sprayed myself with the hose, smiled when I praised their work, and showed me how to be patient when tending to the delicate plants. What started as a simple request to skip recess turned into the most fulfilling part of my school day. Looking back, I realize that this moment sparked my passion for working with children who learn differently. I've known since I was little that I have autism, but as I've grown, I've learned more and more about what that means for me. As a kid social interactions were confusing and I often felt isolated. But in that garden, none of that mattered. We were just kids, learning and growing together. In high school, I further explored my passion for working with children by enrolling in my school's Early Childhood Academy. Through this program, I volunteered at a local elementary school and assisted special needs students at my own high school. These experiences solidified my goal to become a special education teacher. I want to help young students see that their disabilities do not define them, and I want to create a classroom where every child feels known, valued, and inspired. My volunteer work has also played a significant role in shaping my perspective. I have participated in events such as the Miracle League Christmas party and the Special Olympics, where I witnessed the power of inclusion and the joy that comes from making every child feel like they belong. At the Miracle League event, I took the initiative to organize a game that allowed all the children, regardless of their abilities, to participate and have fun. This experience taught me that leadership isn’t just about taking charge—it’s about recognizing the needs of others, fostering a sense of belonging, and ensuring that no one is left out. Beyond my passion for education, I have faced financial challenges that have made the pursuit of my dreams more difficult. My mother’s recent battle with cancer placed an emotional and financial strain on my family, requiring me to take on additional responsibilities at home. Despite these hardships, I have remained determined to succeed in school and continue working toward my goal of becoming a special education teacher. Financial assistance would alleviate some of the burdens my family faces and allow me to focus on my studies and further develop the skills I need to support children with special needs. I know that being a teacher is about more than just academics—it’s about building confidence, fostering inclusion, and helping students recognize their own potential. My journey has given me a unique understanding of what it means to feel different, and I want to use my experiences to uplift and support students who need it most. I am excited for the future and look forward to dedicating my life to ensuring that every child, no matter their challenges, has the opportunity to thrive.

My life has been shaped by many challenges, but also by the people who supported me and the lessons I’ve learned along the way. From being diagnosed with autism and dealing with partial blindness to taking care of my mom during her battle with cancer, my experiences have taught me important lessons about resilience, empathy, and the value of education. One of the biggest challenges I’ve faced is living with autism. I was diagnosed at a young age, and it was hard for me to understand why I had trouble with social situations and certain routines. It wasn’t always easy to make friends or understand how people expected me to act. I often felt like I didn’t fit in, and I struggled to understand what others were thinking or feeling. Over time, though, I learned to accept myself and realized that my differences could also be strengths. I can remember dates and events that others can’t, I can memorize things easily. I learned to be more patient with myself, knowing that it was okay to take extra time to understand things that came easily to others. Living with autism has taught me the importance of self-acceptance. It’s not always easy, but I’ve learned that everyone has their own unique way of experiencing the world, and that’s okay. This has made me more compassionate toward others who might be going through their own struggles and is a big part of why I want to be a special education teacher. Another big part of my life has been dealing with retinitis pigmentosa, a condition that causes gradual vision loss. Throughout my childhood and teenage years, I had several eye surgeries to try to save my eyesight. Each surgery was a reminder that I could go blind, and sometimes I felt frustrated or scared about what the future might hold. It also taught me the importance of resilience–I learned to be grateful for the vision I still have--sometimes we can’t control what happens to us, but we can control how we respond. It has pushed me to be more determined and not give up when things get difficult. Most recently, my family faced our biggest challenge yet, my mom was diagnosed with cancer. It was a difficult time for our family, and I had to step up and help take care of her. I had to take over keeping the house clean and making meals, but the hardest part was watching her suffer and knowing that there was nothing I could do to ease her pain. Watching my mom go through chemotherapy was heartbreaking, but it also taught me a lot about love and perseverance. She has stayed so strong through all of it and is and will always be my biggest motivator. Being a caregiver for my mom made me more empathetic and patient and it taught me that you should never give up. But my mother’s experience with cancer isn’t the only thing about my parents that has shaped me. Both of my parents worked as public school teachers, and they always emphasized the value of learning and helping others. All of these experiences—living with autism, dealing with vision loss, caring for my mom, and being raised by teachers—have shaped me. That’s why it is my dream to be an elementary school special needs teacher. I know what it feels like to face challenges, and I want to be someone who can support children going through similar struggles. I want to create a classroom where every student feels valued and capable, no matter what challenges they face.

Throughout my high school journey, one teacher has profoundly influenced me and changed the way I approach my life: Ms. Gill. I have had the privilege of being in her class for all four years of high school, and during that time, she has not only taught me about early childhood education but has also shaped the kind of teacher and person I aspire to be. Her passion, energy, and unwavering dedication to her students and the children we work with have left an indelible mark on my life. Ms. Gill leads our school's Early Childhood Academy with an enthusiasm that is contagious. She brings learning to life, turning our classroom into a place where education is not just about theory but about hands-on experience. She incorporates interactive activities, games, and real-world applications into our lessons, making every day engaging and meaningful. Under her guidance, I have had the opportunity to go into elementary school classrooms, working directly with young students, including those with special needs. These experiences have solidified my desire to become a teacher, showing me firsthand the impact that a caring and dedicated educator can have on a child’s life. Beyond the classroom, Ms. Gill is always providing us with opportunities to grow, both personally and professionally. She actively seeks out volunteer experiences for us, encouraging us to work with elementary-age children in various settings. Whether it’s helping out at community events, tutoring younger students, or assisting special needs children, she ensures that we are not just learning about teaching but actually doing it. Through these experiences, I have gained a deeper appreciation for the importance of inclusion and the power of a supportive learning environment. One of the most significant ways Ms. Gill has influenced me is by showing me that teaching is about more than just academics—it is about building relationships, fostering confidence, and making every child feel valued. She treats every student with kindness and respect, modeling the kind of educator I hope to become. Watching her interact with both high school and elementary students has taught me that great teachers see the potential in every child, no matter their background or challenges. As someone with autism, I have had my own struggles with learning and social interactions. In Ms. Gill’s class, I have always felt understood and supported. She has never treated me differently but instead has encouraged me to embrace my strengths and work through my challenges. Her belief in me has given me the confidence to pursue my dream of becoming a special education teacher. I want to create a classroom where all students feel safe, included, and capable, just as she has done for me. Ms. Gill has not only prepared me for a career in teaching but has also taught me valuable life lessons about dedication, empathy, and perseverance. Her commitment to education and her students has inspired me to approach my own future with the same level of passion and determination. Thanks to her, I know that being a teacher is not just about standing in front of a classroom—it is about shaping lives, one student at a time. I can only hope to one day have the same impact on my future students that she has had on me.

As a high school senior with autism, retinitis pigmentosa, OCD, and dyscalculia, I have faced more obstacles than I can count -- and not just because I have dyscalculia! From a young age, I had multiple eye surgeries to address my vision loss, and I needed speech therapy because of my autism. On top of that, dyscalculia made learning math particularly difficult, while OCD caused me to spend more time on tasks than most of my peers. For years, these challenges made me feel like I was always playing catch-up, but I refused to let them define me. There were times when others doubted whether I would ever graduate from high school. They questioned if I was capable of managing the demands of school, especially with the additional struggles I faced. Yet, despite these doubts, I never gave up. I worked tirelessly—long nights studying, seeking extra help, and developing strategies to push through my limitations. My parents andI knew that if I worked harder than everyone else, I could succeed. Today, I stand on the brink of graduating from high school, not only having overcome the odds but having excelled. I’ve taken AP and honors courses, pushing myself beyond what I thought was possible. My hard work and dedication have paid off, and I’ve been accepted into college. This journey has taught me that resilience and determination can turn even the most daunting challenges into stepping stones toward success. Through my own struggles, I’ve come to understand the importance of inclusion and empathy. I want to be a special education teacher because I know firsthand how crucial it is for students to have someone who believes in them, even when others don’t. I’ve seen what it’s like to be underestimated, and I want to use my experiences to help children who face similar obstacles. I want to create a classroom where every student feels valued, capable, and supported—just as I had to learn to appreciate my own strengths, like my ability to focus on tasks and my perseverance. Though the road to this point has been incredibly difficult, it has also been one of the most rewarding experiences of my life. I know that my challenges have made me stronger, more compassionate, and more determined to make a difference. I will continue to advocate for inclusion and help others understand that no matter the adversity, success is possible through hard work, patience, and belief in oneself. As I move forward, I am proud of how far I’ve come, and I am excited for the opportunity to help others who face struggles of their own. I know that, through empathy and perseverance, we can all overcome our challenges and reach our dreams.

My love for science and math isn't just about solving equations or memorizing facts—it's about curiosity, problem-solving, and understanding the world around me. Growing up with autism and dyscalculia, I faced unique challenges that made traditional learning environments especially difficult. Dyscalculia made math concepts harder for me to grasp, which often left me feeling frustrated and left behind. However, my teachers always found ways to make science and math make sense of things, giving me confidence where I otherwise might have felt isolated. They helped me visualize concepts with hands on learning. These experiences motivate me to use my love for these subjects to impact future students, especially those who struggle like I did, by creating learning environments where they feel seen, understood, and capable. My parents, both public school teachers, showed me the transformative power of education. They taught me that a good teacher does more than just deliver content—they build confidence, foster resilience, and help students realize their potential. Inspired by them, I aim to become a special education teacher who integrates science and math into my teaching in ways that are accessible and engaging for all students. In my own experiences volunteering with the Miracle League, Special Olympics, and as a classroom assistant in a special education setting, I saw how patience, understanding, and tailored teaching methods can make a huge difference. I plan to use hands-on experiments, real-life problem-solving, and interactive math games to make science and math come alive for my students. I know firsthand how intimidating these subjects can be when you're struggling, and I want to change that. I want students to know that it’s okay to find math hard and that with the right support, they can succeed. I want to emphasize that math and science are not just about getting the right answer; they’re about exploring possibilities, asking questions, and learning from mistakes—lessons that are vital for every student. I believe that by teaching these subjects with empathy and creativity, I can help students, regardless of their abilities, develop critical thinking skills and a love for learning. Ultimately, I want my future classroom to be a place where students with special needs feel empowered to explore math and science confidently. I want to be the teacher who helps them see that their unique perspectives are valuable in solving problems and that they can succeed in any field they choose. By combining my passion for these subjects with my commitment to special education, I hope to inspire students to love math and science the way I do, thus, creating a future generation of explorers, scientists, mathematicians, and, who knows, maybe even teachers.

One day, when I was in elementary school, I was at recess and I saw a group of special needs students working in our school garden. I asked my teacher if I could go help them and she explained that she would have to check with their teacher and that they were in a special class. Another student in my class said that they were weird looking and my teacher corrected him, but at the time, I was too young to understand what my classmate meant. I continued to ask her each day and after about a week, I finally got my wish – I could skip recess twice a week and go work with the special needs class in the garden. It was the happiest part of my entire school day. The teachers seemed happy too – they would tell my mom about how I treated these amazing students with kindness, but I didn’t really understand what the big deal was – they were just kids, just like me. As I grew up–through middle and high school– I learned firsthand what special needs kids face everyday. I have autism, so when I was little, I never noticed if kids were making fun of me because I didn’t really understand social cues, but as I have gotten older I have, unfortunately, learned. To this day, I still love working with kids who learn differently. At my high school, I am currently enrolled in the Early Childhood Academy which allows me to volunteer at the nearby elementary school and also with the special needs students at my high school. This experience has solidified my desire and goal to be a special education teacher. I want to work with elementary-age special needs students so that they can love learning and find success in school. I want to ensure that they know that their disability does not define them. I want to ensure that every student feels known, valued, loved, and inspired. Having the opportunity now to practice my teaching skills has provided me the opportunity to learn more about a career I have wanted for so long. I can’t wait to be a teacher!

My life has been shaped by many challenges, but also by the people who supported me and the lessons I’ve learned along the way. From being diagnosed with autism and dealing with partial blindness, to taking care of my mom during her battle with cancer, my experiences have made me the person I am today. Each of these experiences has taught me important lessons about resilience and empathy -- inspiring me to become a special education teacher. One of the biggest challenges I’ve faced is living with autism. I was diagnosed at a young age, and it was hard for me to understand why I had trouble with social situations and certain routines. It wasn’t always easy to make friends or understand how people expected me to act. I often felt like I didn’t fit in, and I struggled to understand what others were thinking or feeling. Over time, though, I learned to accept myself and realized that my differences could also be strengths. I can remember dates and events that others can’t, I can memorize things easily. I learned to be more patient with myself, knowing that it was okay to take extra time to understand things that came easily to others. Living with autism has taught me the importance of self-acceptance. It’s not always easy, but I’ve learned that everyone has their own unique way of experiencing the world, and that’s okay. This has made me more compassionate toward others who might be going through their own struggles and is a big part of why I want to be a teacher. Another big part of my life has been dealing with retinitis pigmentosa, a condition that causes gradual vision loss. Throughout my childhood and teenage years, I had several eye surgeries to try to save my eyesight and prevent blindness. Each surgery was a reminder that my vision could get worse, and sometimes I felt frustrated or scared about what the future might hold. Having vision problems taught me the importance of resilience–I learned to be grateful for the vision I still have, and I realized that sometimes we can’t control what happens to us, but we can control how we respond. It has pushed me to be more determined and not give up when things get difficult. Most recently, my family faced our biggest challenge yet (and hopefully ever), my mom was diagnosed with breast cancer. It has been difficult, and I had to step up and help take care of her. I had to take over keeping the house clean and making meals, but the hardest part has been watching her suffer and knowing that there was nothing I could do to ease her pain. Watching my mom, a teacher herself, go through chemotherapy was heartbreaking, but it also taught me a lot about love and perseverance. She has stayed so strong through all of it and is and will always be my biggest motivator. Being a caregiver for my mom made me more empathetic and patient, but most importantly, it taught me that you should never give up. All of these experiences—living with autism, dealing with vision loss, caring for my mom, being raised by teachers—have shaped me. That’s why it is my dream to be an elementary school special needs teacher. I know what it feels like to face challenges that others might not understand, and I want to be someone who can support children going through similar struggles. I want to create a classroom where every student feels known, valued, loved, and inspired, no matter what challenges they face.

My desire to become a teacher is rooted in a larger mission: making education more inclusive. Representation matters, and research has shown that students of color perform better when they have teachers who look like them. As a Black male, I recognize the significant shortage of Black male teachers in education, particularly special education. I personally experienced this -- in my 12 years as a student, I have only had one teacher who was a Black male--he is one of only three black teachers at my high school which has over 100 faculty members. I want to be part of the solution by serving as a role model for students who may not often see teachers who share their experiences and backgrounds. Representation matters, and when students see educators who look like them and understand their struggles, they feel more empowered and motivated to achieve their goals. Studies have shown a strong positive correlation between students of color having teachers of color and their academic success, confidence, and overall engagement in school. Unfortunately, Black male teachers are underrepresented in the education system, and I want to help change that. I want students—especially young Black boys—to see that education is a space where they belong, where their voices matter, and where they can succeed. By being present in the classroom, I hope to inspire and mentor students, showing them that they can overcome challenges, embrace their strengths, and pursue their dreams. My commitment to this path has been reinforced through my experiences volunteering in my community. I have participated in events like the Miracle League Christmas party for children with special needs, worked as a classroom assistant at a local elementary school, and volunteered to assist underserved students at my own high school. These experiences have shown me how much of a difference small actions—like adjusting how we communicate, offering encouragement, or creating a more inclusive space—can make in how children feel about themselves and their abilities. Additionally, being enrolled in the Early Childhood Academy at my high school has allowed me to hone my craft. This hands-on experience has solidified my goal of becoming a special education teacher. I want to work with elementary-age students with special needs so that they can develop a love for learning and find success in school. I want to help them understand that their disability does not define them. At the same time, I want to contribute to a more diverse and inclusive educational system where students of all backgrounds feel represented and empowered. Every child deserves to feel known, valued, loved, and inspired, and I want to be the teacher who helps make that happen. My experiences have shaped my desire to enter this field, and I am eager to begin my journey as a special education teacher. I can’t wait to make a lasting impact on my students!

One day in elementary school, I was at recess when I noticed a group of special needs students working in our school garden. Curious, I asked my teacher if I could help them. She explained that she would have to check with their teacher first, but I persisted in asking every day. After about a week, I finally got my wish—I could skip recess twice a week to work with the special needs class in the garden. It quickly became the happiest part of my entire school day. The teachers noticed my kindness and told my mom how much they appreciated the way I treated those students, but to me, it was just natural—they were just kids, just like me. That early experience planted the seed for my passion for special education. As I grew up, my understanding of special needs education deepened. I have autism, and while I didn’t always recognize when kids were making fun of me in my early years, I have, unfortunately, learned as I’ve gotten older. That experience has made me even more passionate about advocating for students who struggle because they are different. I know what it’s like to feel misunderstood or left out, and I want to be the teacher who ensures that every child feels supported, valued, and capable. It’s not just about helping students with special needs academically; it’s about creating an environment where they feel like they belong and are encouraged to do their best. I have also been inspired by my parents, who are both public school teachers. Their dedication to helping children learn and their passion for education and community service have deeply influenced me. I have seen firsthand how powerful a good teacher can be—not just in teaching academic subjects, but in shaping a child’s confidence and future. Like them, I am driven by a desire to make a positive impact in my community, especially for children with special needs. My commitment to this path has been reinforced through my experiences volunteering in my community. I have participated in events like the Miracle League Christmas party for children with special needs and worked as a classroom assistant. These experiences have shown me how much of a difference small actions—like adjusting how we communicate, offering encouragement, or creating a more inclusive space—can make in how children feel about themselves and their abilities. Additionally, being enrolled in the Early Childhood Academy at my high school has allowed me to volunteer at the nearby elementary school and work directly with special needs students. This hands-on experience has solidified my goal of becoming a special education teacher. I want to work with elementary-age students with special needs so that they can develop a love for learning and find success in school. I want to help them understand that their disability does not define them. Every child deserves to feel known, valued, loved, and inspired, and I want to be the teacher who helps make that happen. My experiences have shaped my desire to enter this field, and I am eager to begin my journey as a special education teacher. I can’t wait to make a lasting impact on my students, just as my parents have done for their students.

One of my favorite local community events that I participated in was the Miracle League Christmas party for special needs children, which I volunteered for through my high school’s Beta Club. This event was meaningful to me because it gave me the opportunity to create an inclusive and joyful experience for children who often face challenges in social settings. As someone with autism, I understand what it feels like to be different and sometimes struggle to connect with others. That experience has inspired me to work with special needs children and pursue a career as a special education teacher. Seeing their excitement and happiness made me realize the power of small actions in bringing a community together. At the start of the event, I noticed that many volunteers were hesitant about how to interact with the children. They wanted to help, but uncertainty held them back. I knew that if we could create an engaging activity that everyone could participate in, it would break the ice and make the event more enjoyable for both the kids and the volunteers. That’s when I came up with the idea of organizing a snowball fight using crumpled-up paper. It was a simple yet effective way to make sure every child, regardless of ability, could join in on the fun. I quickly gathered the volunteers and explained the game. We made the paper “snowballs” together, set up a designated play area, and discussed how to encourage and support the children. I also spoke with the event’s DJ and asked him to act as a sports commentator, announcing plays and cheering the kids on over the microphone. His enthusiastic narration gave the children confidence and added to the excitement of the game. When the snowball fight began, the energy in the room completely changed. Kids were laughing and running around, volunteers were engaging with them more comfortably, and even parents joined in. It was heartwarming to see everyone included and enjoying themselves. What started as a simple game turned into the highlight of the event. It reinforced for me that leadership is about recognizing the needs of others, finding creative solutions, and ensuring everyone feels valued. This event made me more aware of the importance of inclusion within our community. While the Miracle League Christmas party was a wonderful experience, I hope to see more opportunities for special needs children to participate in social events throughout the year. I would love for our community to implement more inclusive activities in schools, parks, and recreational programs. Simple games like the snowball fight show that with a little creativity and effort, we can create spaces where everyone feels welcome. The Miracle League Christmas party was not just an event; it was a reminder of how small actions can lead to lasting positive change. As someone who has faced challenges growing up with autism, I know how important it is to feel included and accepted. That’s why I am passionate about working with special needs children and hope to make a difference as a special education teacher. By fostering inclusion and breaking down barriers, we can create a stronger, more unified community where everyone has the chance to participate and belong.

I have always been inspired by my parents, who are both public school teachers. They dedicated their careers to helping children learn, and their passion for education and community service deeply influences me. I’ve seen firsthand how powerful a good teacher can be, not just in teaching academic subjects, but in shaping a child’s confidence and future. Over the years, I’ve come to realize that I want to follow in their footsteps by becoming a teacher – specifically I want to be a special education teacher. I’m driven by a desire to make a positive impact in my community, especially for children with special needs, because of both my personal experiences and my belief in the transformative power of education. As someone diagnosed with autism, I’ve faced challenges that many people don’t always understand. Growing up, I struggled with social interactions, sensory overload, and the feeling of being different from my peers. I was lucky to have a strong support system—both at home and at school—that encouraged me to push through those difficulties. My parents taught me that every person has unique strengths and needs, and that a good teacher’s job is to recognize those needs and help students reach their full potential. I know what it’s like to feel misunderstood or left out, and I want to be the teacher who makes sure every child feels supported, valued, and capable. It’s not just about helping kids with special needs academically; it’s about creating an environment where they feel like they belong and are encouraged to try their best. I want to be there for those children who might feel different or struggle to communicate, because I know what it feels like to need that extra support and understanding. I’m also motivated to make a difference because of the experiences I’ve had volunteering in my community. From helping at events like the Miracle League Christmas party for children with special needs, to volunteering for 4 years consecutively at the Special Olympics, to working as a classroom assistant, I’ve seen how important it is to have people who care and who are willing to make the effort to include everyone. These experiences have strengthened my desire to help children with special needs succeed in the classroom and beyond. I’ve learned that sometimes, the smallest changes—like adjusting the way we communicate, offering encouragement, or creating a more inclusive space—can make a huge difference in how children feel about themselves and their abilities. My goal is to become a special education teacher who not only helps children learn academic skills, but also helps them build confidence and social-emotional skills. I believe that every child, regardless of their challenges, deserves to feel like they have the potential to achieve their goals. Ultimately, I want to make a lasting impact on my community by helping children with special needs realize their potential, just as my parents helped countless students realize theirs. My experiences have shaped my desire to become a teacher, and I’m determined to be the kind of teacher who sees each child as an individual, celebrates their strengths, and supports them through their challenges.

One day, when I was in elementary school, I was at recess and I saw a group of special needs students working in our school garden. I asked my teacher if I could go help them and she explained that she would have to check with their teacher and that they were in a special class. Another student in my class said that they were weird looking and my teacher corrected him, but at the time, I was too young to understand what my classmate meant. I continued to ask her each day and after about a week, I finally got my wish – I could skip recess twice a week and go work with the special needs class in the garden. It was the happiest part of my entire school day. The teachers seemed happy too – they would tell my mom about how I treated these amazing students with kindness, but I didn’t really understand what the big deal was – they were just kids, just like me. In middle school, I learned firsthand what special needs kids face everyday. I have autism, so when I was little, I never noticed if kids were making fun of me because I didn’t really understand social cues, but I got older I have, unfortunately, learned. I also learned that the garden program at my elementary school was specifically for students with severe disabilities. Working with those students helped me just as much as it helped them.To this day, I still love working with kids who learn differently. At my high school, I am currently enrolled in the Early Childhood Academy which allows me to volunteer at the nearby elementary school and also with the students with special needs at my high school. This experience has solidified my desire and goal to be a special education teacher. I want to work with elementary-age students with disabilities so that they can love learning and find success in school. I want to ensure that they know that their disability doesn't define them. In addition to the programs I have been involved in at school, I have also been inspired by my parents, who are both public school teachers. They dedicated their careers to helping children learn, and their passion for education and community service deeply influences me. I’ve seen firsthand how powerful a good teacher can be, not just in teaching academic subjects, but in shaping a child’s confidence and future. Over the years, I’ve come to realize that I want to follow in their footsteps by becoming a teacher. I’m driven by a desire to make a positive impact in my community, especially for children with special needs, because of both my personal experiences and my belief in the transformative power of education. As someone diagnosed with autism, I’ve faced challenges that many people don’t always understand. Growing up, I struggled with social interactions, sensory overload, and the feeling of being different from my peers. I was lucky to have a strong support system—both at home and at school—that encouraged me to push through those difficulties. My parents taught me that every person has unique strengths and needs, and that a good teacher’s job is to recognize those needs and help students reach their full potential. I've had so many good teachers over the years -- helping me realize that my disability doesn't put me at a disadvantage--instead it helps to highlight my strengths and has also helped me learn how to be tenacious and persevere. I know what it’s like to feel misunderstood or left out, and I want to be the teacher who makes sure every child feels supported, valued, and capable. It’s not just about helping kids with special needs academically; it’s about creating an environment where they feel like they belong and are encouraged to try their best. I want to be there for those children who might feel different or struggle to communicate, because I know what it feels like to need that extra support and understanding. I’m also motivated to make a difference because of the experiences I’ve had volunteering in my community. From helping at events like the Miracle League Christmas party for children with special needs to volunteering at the Special Olympics, I’ve seen how important it is to have people who care and who are willing to make the effort to include everyone. These experiences have strengthened my desire to help children with special needs succeed in the classroom and beyond. I’ve learned that sometimes, the smallest changes—like adjusting the way we communicate, offering encouragement, or creating a more inclusive space—can make a huge difference in how children feel about themselves and their abilities. My goal is to become a special education teacher who not only helps children learn academic skills, but also helps them build confidence and social-emotional skills. I believe that every child, regardless of their challenges, deserves to feel like they have the potential to achieve their goals. Ultimately, I want to make a lasting impact on my community by helping children with special needs realize their potential, just as my parents and teachers helped countless students realize theirs. My experiences have shaped my desire to become a teacher, and I’m determined to be the kind of teacher who sees each child as an individual, celebrates their strengths, and supports them through their challenges.

FADE IN: EXTERIOR OF A ELEMENTARY SCHOOL DURING RECESS The camera opens on a warm, sunny morning at a small elementary school. Children are scattered across the playground—some playing on swings, others running in groups, but one child stands apart, watching intently. Cut to: SCHOOL GARDEN In a quiet corner of the school, a group of special needs students, ranging from different ages and abilities, work together in a vibrant garden. There’s a peaceful sense of focus and collaboration as they carefully tend to plants, their faces alight with concentration and joy. The plants are blooming—colorful flowers and leafy greens fill the air with the scent of life. A young Nicholas, around 9 years old, stands at the edge of the playground, near the garden, staring in awe at the group of kids. His curiosity is palpable. He watches them as they water plants and laugh together, the joy in their interaction drawing him in. Nicholas approaches his teacher, standing nearby, and hesitates for a moment before speaking up. NICHOLAS (quietly) Can I go help them in the garden? The teacher, Ms. Harris, a warm woman in her 30s, looks down at him thoughtfully. MS. HARRIS (gently) Well, Nicholas, they’re in a special class. I’ll have to check with their teacher first. Nicholas nods, but his eyes are still fixed on the students. As he watches, one of the boys from his own class, Tommy, sneers and whispers to another student. TOMMY (mockingly) They’re weird-looking. MS. HARRIS (sternly, to Tommy) Tommy, that’s not how we talk about others. Remember, kindness is always the right choice. The camera lingers on Nicholas’s face, confused by the remark but moved by his teacher’s correction. As Ms. Harris walks away, Nicholas glances back at the garden again, feeling drawn to it, feeling something he doesn’t quite understand yet. SCHOOL HALLWAY - THE NEXT DAY Nicholas, determined, walks alongside his teacher in the hallway. His footsteps are deliberate, and he carries the weight of his desire. NICHOLAS (nervously) Ms. Harris... I really want to help them. Can I? MS. HARRIS (softly, considering) I think we can make that happen, Nicholas. But we’ll need to ask their teacher first. She gives him a warm smile, but he’s already looking past her, imagining himself working alongside those kids in the garden. SCHOOL GARDEN – DAY (A FEW DAYS LATER) The camera shows a shift in time. The sun is high, and there’s a gentle breeze swaying the flowers. Nicholas now stands confidently among the group of special needs students in the garden. He’s helping one child, Mary, water the flowers, her face glowing with joy as they laugh together. This is Nicholas’s happiest place—his heart is at ease. The special needs students welcome him as one of their own. There’s no judgment, no fear, just shared moments of kindness and connection. NICHOLAS’S HOUSE - NIGHT The kitchen is quiet. Nicholas sits at the table, his head bent over a school notebook, sketching ideas for the future. His mother, Mrs. Maum, enters the kitchen, holding a steaming mug of tea. She smiles at him fondly, recognizing his passion. MRS. MAUM (teasing) Are you still thinking about your garden friends? Nicholas smiles shyly, nodding, but his eyes reveal something deeper—this is more than just a passing interest for him. NICHOLAS (earnestly) I want to help kids like them, Mom. I want to be a teacher... a special education teacher. Mrs. Maum places the tea down beside him, her eyes full of pride and understanding. MRS. MAUM (softly) You’ve always had such a big heart, Nicholas. I think you’re going to be an amazing teacher. ELEMENTARY SCHOOL CLASSROOM - DAYTIME (years later) Fast forward to a few years later. Now a teenager, Nicholas stands in front of a small group of young children in a classroom, teaching them a lesson with patience and care. His voice is calm, his hands expressive as he guides them through an activity. The children are attentive, their eyes lighting up with the spark of understanding. Nicholas’s confidence has grown. He knows his purpose now—his love for helping children, especially those who learn differently, has never wavered. His journey has just begun. FADE OUT: NARRATOR (V.O.) (soft, introspective tone) A teacher is not born in a classroom. A teacher is born from a heart that sees the potential in others... from a passion to make a difference. And so, Nicholas’s journey began—not just to teach, but to make every child feel known, valued, loved, and inspired. CUT TO BLACK. TITLE CARD: "The Garden of Knowledge"

As a product of special education myself, I am passionate about ensuring each and every child feels known, valued, and inspired. I will accomplish this by meeting students where they are currently, never making them feel less than, and highlighting their strengths and talents. My goal is to be a positive light in their day. My passion comes from my own personal experiences with autism and from my volunteer work with elementary school classes. One day, when I was in elementary school, I was at recess and I saw a group of special needs students working in our school garden. I asked my teacher if I could go help them and she explained that she would have to check with their teacher and that they were in a special class. Another student in my class said that they were weird looking and my teacher corrected him, but at the time, I was too young to understand what my classmate meant. I continued to ask her each day and after about a week, I finally got my wish – I could skip recess twice a week and go work with the special needs class in the garden. It was the happiest part of my entire school day. The teachers seemed happy too – they would tell my mom about how I treated these amazing students with kindness, but I didn’t really understand what the big deal was – they were just kids, just like me. As I grew up–through middle and high school– I learned firsthand what special needs kids face everyday. I have autism, so when I was little, I never noticed if kids were making fun of me because I didn’t really understand social cues, but as I have gotten older I have, unfortunately, learned. To this day, I still love working with kids who learn differently. At my high school, I am currently enrolled in the Early Childhood Academy which allows me to volunteer at the nearby elementary school and also with the special needs students at my high school. This experience has solidified my desire and goal to be a special education teacher. I want to work with elementary-age special needs students so that they can love learning and find success in school. I want to ensure that they know that their disability does not define them. I want to ensure that every student feels known, valued, loved, and inspired. Having the opportunity now to practice my teaching skills has provided me the opportunity to learn more about a career I have wanted for so long. In addition, both of my parents are teachers and, over the years, I have had the opportunity to watch firsthand as they inspire a love of learning in their students. I can’t wait to be a teacher so that I can join them in shaping the future!

As a product of special education myself, I am passionate about ensuring each and every child feels known, valued, and inspired. I will accomplish this by meeting students where they are currently, never making them feel less than, and highlighting their strengths and talents. My goal is to be a positive light in their day. My passion comes from my own personal experiences with autism and from my volunteer work with elementary school classes. One day, when I was in elementary school, I was at recess and I saw a group of special needs students working in our school garden. I asked my teacher if I could go help them and she explained that she would have to check with their teacher and that they were in a special class. Another student in my class said that they were weird looking and my teacher corrected him, but at the time, I was too young to understand what my classmate meant. I continued to ask her each day and after about a week, I finally got my wish – I could skip recess twice a week and go work with the special needs class in the garden. It was the happiest part of my entire school day. The teachers seemed happy too – they would tell my mom about how I treated these amazing students with kindness, but I didn’t really understand what the big deal was – they were just kids, just like me. As I grew up–through middle and high school– I learned firsthand what special needs kids face everyday. I have autism, so when I was little, I never noticed if kids were making fun of me because I didn’t really understand social cues, but as I have gotten older I have, unfortunately, learned. To this day, I still love working with kids who learn differently. At my high school, I am currently enrolled in the Early Childhood Academy which allows me to volunteer at the nearby elementary school and also with the special needs students at my high school. This experience has solidified my desire and goal to be a special education teacher. I want to work with elementary-age special needs students so that they can love learning and find success in school. I want to ensure that they know that their disability does not define them. I want to ensure that every student feels known, valued, loved, and inspired. Having the opportunity now to practice my teaching skills has provided me the opportunity to learn more about a career I have wanted for so long. In addition, both of my parents are teachers and, over the years, I have had the opportunity to watch firsthand as they inspire a love of learning in their students. I can’t wait to be a teacher so that I can join them in shaping the future! Fairy Tale Version of Me Accomplishing My Goal: Once upon a time, in a small, enchanted village nestled between rolling hills, there was a kind-hearted young boy named Nicholas. The villagers called him the “Gardener of Hearts,” for he had a special gift: a deep love for helping others feel valued and loved. When Nicholas was just a little boy, he noticed a group of children working together in the magical garden at his school. These children were different from the others. They had special needs that made learning a bit harder for them, but they worked in harmony with the earth, planting flowers and vegetables, their faces glowing with joy. One day, while playing outside during recess, Nicholas approached his teacher, his heart full of curiosity and wonder. “Can I go help them in the garden?” he asked. His teacher looked thoughtful, then replied, “I must ask their teacher first, for they are in a special class.” But one of the other children in his class snickered and called the garden children “weird-looking.” Nicholas didn’t understand what he meant, but his teacher swiftly corrected the other students, explaining that everyone deserves kindness and respect. Though young, Nicholas could feel something stirring in his heart. He didn’t know why, but he just knew that those children in the garden were not so different after all. He wanted to help them, to be a part of their world. And so, every day he asked his teacher, “Can I go help them now?” His persistence was a testament to the power of a heart full of love, and after many days of waiting, the teacher finally smiled and said, “You may." And from that day forward, Nicholas spent his recess with the special needs children, working side by side with them in the garden. It was the happiest part of his day. The children welcomed him with open arms, and he learned from them as much as they learned from him. The teachers, too, noticed how kindly he treated his new friends. But to Nicholas, it was simple—they were just kids, just like him. As he grew older, Nicholas began to understand more about the struggles people with special needs face every day. Nicholas himself had autism, and when he was younger, he didn’t always understand the whispers or the sneers of others. But as he grew, he noticed the way some people looked at him differently, and he understood the challenge of feeling different. As a teenager, Nicholas learned that his autism was a special power that he could use for good. He continued to visit the nearby elementary school and work with special needs students. There, he spent his time guiding young minds, planting seeds of confidence, and showing children that their differences didn’t make them any less worthy of love or success. And so, the young hero’s dream began to blossom. He knew that he wanted to be a teacher, a special education teacher, so that he could give the gift of love and learning to children who, like him, needed someone to believe in them. He wanted them to know that their disability didn’t define who they were. He wanted them to feel valued, known, and inspired, just as he had felt in that magical garden all those years ago. As he continued to learn the ways of teaching from his wise and loving parents, who were also teachers, Nicholas grew more certain in his path. He wanted to join them in helping children discover their own magic, and giving them the tools to grow into strong, confident beings, no matter what challenges they might face. One evening, as the sun dipped below the hills and the garden bloomed under a sky full of stars, Nicholas made a promise to himself. He would keep fighting for every child to know that they were worthy of kindness, success, and love. And so, with his heart full of hope and determination, the Gardener of Hearts set off to fulfill his destiny—becoming the teacher he was always meant to be. And in the years to come, the children who learned under his guidance would bloom like the most vibrant flowers in the enchanted garden, their hearts forever touched by his love.

One day, when I was in elementary school, I was at recess and I saw a group of special needs students working in our school garden. I asked my teacher if I could go help them and she explained that she would have to check with their teacher and that they were in a special class. Another student in my class said that they were weird looking and my teacher corrected him, but at the time, I was too young to understand what my classmate meant. I continued to ask her each day and after about a week, I finally got my wish – I could skip recess twice a week and go work with the special needs class in the garden. It was the happiest part of my entire school day. The teachers seemed happy too – they would tell my mom about how I treated these amazing students with kindness, but I didn’t really understand what the big deal was – they were just kids, just like me. As I grew up–through middle and high school– I learned firsthand what special needs kids face everyday. I have autism, so when I was little, I never noticed if kids were making fun of me because I didn’t really understand social cues, but as I have gotten older I have, unfortunately, learned. To this day, I still love working with kids who learn differently. At my high school, I am currently enrolled in the Early Childhood Academy which allows me to volunteer at the nearby elementary school and also with the special needs students at my high school. This experience has solidified my desire and goal to be a special education teacher. I want to work with elementary-age special needs students so that they can love learning and find success in school. I want to ensure that they know that their disability does not define them. I want to ensure that every student feels known, valued, loved, and inspired. Having the opportunity now to practice my teaching skills has provided me the opportunity to learn more about a career I have wanted for so long. In addition, both of my parents are teachers and, over the years, I have had the opportunity to watch firsthand as they inspire a love of learning in their students. I can’t wait to be a teacher so that I can join them in shaping the future!

One day, when I was in elementary school, I was at recess and I saw a group of special needs students working in our school garden. I asked my teacher if I could go help them and she explained that she would have to check with their teacher and that they were in a special class. Another student in my class said that they were weird looking and my teacher corrected him, but at the time, I was too young to understand what my classmate meant. I continued to ask her each day and after about a week, I finally got my wish – I could skip recess twice a week and go work with the special needs class in the garden. It was the happiest part of my entire school day. The teachers seemed happy too – they would tell my mom about how I treated these amazing students with kindness, but I didn’t really understand what the big deal was – they were just kids, just like me. As I grew up–through middle and high school– I learned firsthand what special needs kids face everyday. I have autism, so when I was little, I never noticed if kids were making fun of me because I didn’t really understand social cues, but as I have gotten older I have, unfortunately, learned. To this day, I still love working with kids who learn differently. At my high school, I am currently enrolled in the Early Childhood Academy which allows me to volunteer at the nearby elementary school and also with the special needs students at my high school. This experience has solidified my desire and goal to be a special education teacher. I want to work with elementary-age special needs students so that they can love learning and find success in school. I want to ensure that they know that their disability does not define them. I want to ensure that every student feels known, valued, loved, and inspired. Having the opportunity now to practice my teaching skills has provided me the opportunity to learn more about a career I have wanted for so long. In addition, both of my parents are teachers and, over the years, I have had the opportunity to watch firsthand as they inspire a love of learning in their students. I can’t wait to be a teacher so that I can join them in shaping the future!

One of the biggest challenges I’ve faced is living with autism. I was diagnosed at a young age, and it was hard for me to understand why I had trouble with social situations and certain routines. It wasn’t always easy to make friends or understand how people expected me to act. I often felt like I didn’t fit in, and I struggled to understand what others were thinking or feeling. Over time, though, I learned to accept myself and realized that my differences could also be strengths. I can remember dates and events that others can’t, I can memorize things easily. I learned to be more patient with myself, knowing that it was okay to take extra time to understand things that came easily to others. Living with autism has taught me the importance of self-acceptance. It’s not always easy, but I’ve learned that everyone has their own unique way of experiencing the world, and that’s okay. This has made me more compassionate toward others who might be going through their own struggles and is a big part of why I want to be a teacher. One day, when I was in elementary school, I was at recess and I saw a group of special needs students working in our school garden. I asked my teacher if I could go help them and she explained that she would have to check with their teacher and that they were in a special class. Another student in my class said that they were weird looking and my teacher corrected him, but at the time, I was too young to understand what my classmate meant. I continued to ask her each day and after about a week, I finally got my wish – I could skip recess twice a week and go work with the special needs class in the garden. It was the happiest part of my entire school day. The teachers seemed happy too – they would tell my mom about how I treated these amazing students with kindness, but I didn’t really understand what the big deal was – they were just kids, just like me. As I grew up–through middle and high school– I learned firsthand what special needs kids face everyday. One of the blessings and curses of my autism is that when I was little, I never noticed if kids were making fun of me because I didn’t really understand social cues, but as I have gotten older I have, unfortunately, learned. To this day, I still love working with kids who learn differently. At my high school, I am currently enrolled in the Early Childhood Academy which allows me to volunteer at the nearby elementary school and also with the special needs students at my high school. This experience has solidified my desire and goal to be a special education teacher. I want to work with elementary-age special needs students so that they can love learning and find success in school. I want to ensure that they know that their disability does not define them. I want to ensure that every student feels known, valued, loved, and inspired.

Leadership isn’t just about directing others; it’s about understanding the needs of the group, coming up with creative solutions, and making sure everyone is included. One experience where I took on a leadership role occurred when I volunteered for the Miracle League Christmas party for special needs children organized by my high school’s Beta Club. At the beginning of the event, it quickly became clear that most of the volunteers from my club didn’t know how to interact with the special needs children. They wanted to help, but there was a bit of hesitation because they weren’t sure how to interact with the kids. As a person with autism myself, I’ve experienced what it feels like to be different, so I wanted to ensure these kids had an enjoyable experience and help the volunteers feel comfortable interacting with children with physical and learning disabilities. I came up with the idea to create a snowball fight game using crumpled-up paper. It was a game that would be easy for everyone to enjoy, no matter their abilities. I gathered all the volunteers from my club to explain how it would work. I showed them how to make the paper "snowballs" and set up the area for the game. I made sure that everyone knew how to interact with the kids in a fun, positive way—encouraging the kids, helping them aim the snowballs, and cheering them on as they played. I also talked to the DJ for the event and asked him if he could act as a sports commentator for the game. His encouraging words over the mic made a huge difference, as it gave the kids even more confidence to join in. When the game started, it was amazing to see how all the kids, volunteers, and even the parents got involved. It made me proud to know that I had taken the lead in making it happen. It wasn’t just about organizing a game—it was about making sure every child felt welcome and able to participate. The laughter and energy in the room were contagious, and the snowball fight became the highlight of the entire event. The kids were so excited and engaged, and the volunteers, who had been nervous at first, were now smiling and having fun as well. The game created a sense of community and inclusion, and it was clear that everyone—no matter their ability—felt like they were part of something special. This event solidified my desire to work as a special education teacher. I plan on attending college in Florida with a major in Elementary Education with a focus on special education. In addition to this particular event, I have also worked for one year with special needs students as an intern at a local elementary school and the Escambia County Special Olympics for the past four years. I can't wait to continue on my educational journey toward a career that has a positive impact on the world. The snowball fight ended up being the most successful game of the entire event, It was a small moment, but it had a big impact, and that’s what leadership is all about.