The Little Star Who Was Afraid to Shine High above the clouds, in a sky filled with thousands of bright stars, lived a little star named Lumi. Every night, Lumi watched the other stars sparkle across the sky. Some stars were big and bright. Some made beautiful patterns with their light. Others seemed to shine so brightly that Lumi could see their glow from the other side of the sky. Lumi wanted to shine like them. There was just one problem. Lumi was afraid that her light was not good enough. Every evening, when the Moon called the stars to wake up, Lumi would peek out from behind a cloud. “Come on, Lumi!” called a star named Nova. “It’s time to shine!” Lumi looked at her tiny light. “I don't think my light is very bright,” she said. Nova smiled. “It doesn't have to be the brightest.” “But what if everyone notices that I am different?” “Being different isn't a bad thing,” Nova said. Lumi wasn't convinced. So every night, she stayed behind the cloud and watched everyone else shine. One evening, something strange happened. A thick blanket of clouds covered the entire sky. The stars could barely see one another. “Where is everyone?” Lumi wondered. The stars called to each other, but their voices seemed far away. Then Lumi heard a tiny sound. “Hello?” Lumi looked around. “Hello?” The voice came from below the clouds. Lumi peeked over the edge. Far below, in a little forest, lived a young rabbit named Pip. Pip had wandered away from his family while searching for a field of clover. The forest was dark. Pip was scared. “I can't find my way home,” he whispered. Lumi looked at the other stars. They were all hidden behind the clouds. Then she looked at Pip. She knew she could not make herself brighter just because she wanted to. She had tried many times. But maybe she didn't need to be the brightest star. Maybe she just needed to shine. Lumi took a deep breath and pushed herself out from behind the cloud. Her tiny light appeared. At first, nothing happened. Then Pip looked up. “I see a star!” he shouted. Lumi smiled. She shined a little harder. Her light wasn't huge. It wasn't the brightest light in the sky. But it was enough for Pip to see the path in front of him. Pip followed the little patches of light through the trees. When he reached a fork in the path, Lumi moved slightly to the left, shining over the path that led toward the rabbit burrow. Pip followed. Soon, he heard familiar voices. “Pip!” His family had been looking for him. “I'm here!” Pip called. His mother ran toward him and hugged him tightly. “I was so worried about you!” Pip looked back toward the sky. “Look!” he said. “That little star helped me find my way home.” Lumi's light flickered. She had never helped anyone before. She suddenly felt warm inside. The next night, Lumi returned to the sky. Nova flew closer. “I heard what happened,” she said. “You did?” “All the stars did.” Lumi looked down shyly. “I wasn't very bright.” Nova shook her head. “You were bright enough.” Lumi thought about that. For so long, she had believed that being special meant being the brightest, the biggest, or the most impressive. But now she understood something different. Sometimes, being special simply meant being yourself and using what you had to help someone else. From that night on, Lumi still had moments when she felt nervous. Sometimes she compared her light to the stars around her. Sometimes she wondered if she was shining enough. But whenever those thoughts came, she remembered Pip. She remembered that her little light had mattered. And she kept shining. Years passed, and Lumi became known as the star that helped travelers find their way. She never became the biggest star. She never became the brightest star. She didn't need to. She was Lumi. And her little light was enough. The End Why I Chose This Message I chose creativity and resilience as the main messages of this story because children can sometimes compare themselves to other people and feel like they are not good enough. This can happen in school, with friendships, during activities, or even when children are learning something new. A child might look at another student who reads faster, draws better, gets better grades, or feels more comfortable speaking in front of the class and decide that they are not good at anything. I wanted the story to show children that they do not have to be the best at something for what they do to have value. Lumi starts the story by comparing herself to the other stars. She believes that she needs to be brighter in order to be important. Instead of giving up completely, however, she eventually takes a chance and uses the light she already has. Her light helps Pip find his way home. This teaches resilience because Lumi continues trying even though she is unsure of herself. It also teaches creativity because she finds a way to use her own unique ability to solve a problem. Another important message in the story is that being different can be a positive thing. Every star has a different amount of light, just like every child has different strengths and abilities. Children do not all learn in the same way or have the same interests. One child might be very good at math, while another might be creative, kind, athletic, artistic, or good at helping others. These differences should be valued instead of treated as weaknesses. I also wanted the story to show that small actions can make a big difference. Lumi's light was small compared with the other stars, but it was exactly what Pip needed. Children can sometimes believe that they have to do something huge to make a difference. In reality, something as simple as helping a friend, including someone who feels left out, sharing, or encouraging another person can have a meaningful impact. Why Storytelling Is Important for Children Storytelling can have a positive impact on young audiences because it allows children to learn important lessons in a way that is interesting and easier to connect with. Instead of simply telling children, “You should believe in yourself,” a story can show a character experiencing self-doubt and learning how to overcome it. Children can see themselves in the characters and think about how the character's experiences relate to their own lives. Stories can also encourage imagination. When children hear about a little star helping a lost rabbit, they can imagine what the sky looks like, what the forest feels like, and what it would be like to talk to the stars. This gives children an opportunity to create their own pictures and ideas in their minds. Imagination is important because it allows children to explore possibilities and think creatively. Storytelling can also help children develop empathy. When children read about a character who is scared, lonely, excited, or nervous, they have an opportunity to think about what that character might be feeling. This can help children understand that other people have feelings and experiences that may be different from their own. Stories can also give children a safe way to explore difficult emotions. Lumi is afraid that she is not good enough. Many children experience similar feelings, even if they do not always know how to explain them. Seeing a character experience those feelings can help children understand that it is normal to feel unsure sometimes. More importantly, Lumi shows that feeling unsure does not mean that a person should stop trying. As a future educator, I think stories like this can be especially useful in classrooms because they can lead to conversations. After reading the story, a teacher could ask students questions such as, “What made Lumi afraid to shine?” “How did Lumi help Pip?” or “What is something that makes you special?” These questions could help children reflect on their own strengths and the ways they can help others. Overall, I wanted The Little Star Who Was Afraid to Shine to remind children that they do not have to compare themselves to everyone around them. Everyone has something valuable to offer. Sometimes our strengths may seem small to us, but they can still mean a lot to someone else. Just like Lumi, children should be encouraged to keep trying, use their imagination, and remember that their own light is enough.

My journey toward higher education has not been a straight or easy path, but every challenge I have faced has helped shape the person and future educator I am becoming. As a first-generation college student and the eldest daughter and granddaughter in my family, I have always felt a strong sense of responsibility to make the most of the opportunities available to me. Reaching the point of applying for graduate education represents much more than another academic achievement. It represents perseverance, growth, and my determination to create a future where I can use my experiences to help others. Throughout my education, I have had to overcome challenges that were not always visible to the people around me. I have experienced what it is like to learn in environments where I did not always have the support, understanding, or accommodations I needed to be successful. There were times when I had to work harder to understand expectations, communicate my needs, and find ways to learn that worked for me. These experiences taught me how important patience, flexibility, understanding, and advocacy are in education. Rather than allowing these challenges to define what I could accomplish, I learned to use them as motivation. Being a first-generation student has also meant navigating higher education without always having someone in my immediate family who had already gone through the same process. I have had to learn how to navigate college expectations, applications, financial challenges, and planning for graduate school largely by figuring things out along the way. Coming from a low-income family has made pursuing higher education more difficult, particularly while my family has also worked to recover from the effects of Hurricane Helene. Despite these obstacles, I have continued moving forward because I understand that education can change not only my future but also the future of the students and families I hope to serve. One of the areas in which I believe I have excelled most is working with children and individuals with disabilities. My experiences as a camp counselor gave me opportunities to work with campers with a variety of needs, including autism and other special needs. These experiences helped me recognize that every individual communicates, learns, and experiences the world differently. I learned that being a good educator is not simply about delivering information. It is about developing relationships, listening, recognizing individual strengths, and creating an environment where students feel safe enough to learn. I am currently pursuing a Master of Arts in Teaching with a focus on special education. My goal after graduation is to become a special education teacher who advocates for students and helps them recognize their own abilities and potential. I want my classroom to be a place where students are not defined by a diagnosis, disability, academic struggle, or the expectations others may have placed on them. Instead, I want students to understand that they have strengths, identities, interests, and goals that deserve to be recognized. My personal experiences have strongly influenced my decision to enter special education. I understand how meaningful it can be when an educator takes the time to understand a student's individual needs rather than assuming that one approach will work for everyone. I also understand how discouraging it can be when students feel misunderstood or believe that they are somehow less capable because they learn differently. I want to help change that experience for future students. The changes I hope to accomplish in my field begin with creating more inclusive and compassionate educational environments. I want to contribute to a culture in which accommodations are viewed as tools for access rather than unfair advantages, and where differences are understood as part of human diversity. I want to encourage educators to look beyond a student's challenges and identify the strengths that can be used to help that student succeed. I also hope to advocate for better communication between teachers, families, specialists, and students so that educational decisions are made with the whole person in mind. For myself, I want to continue growing into an educator who is confident, knowledgeable, compassionate, and willing to advocate for what is right. I know that earning a graduate degree will require continued dedication, hard work, and perseverance. I am willing to put in that work because I know what is at stake. My education is not simply a personal accomplishment; it is preparation for the responsibility I want to take on as a teacher and advocate. I am willing to drive myself beyond what is comfortable, continue learning when things become difficult, ask for help when I need it, and keep moving forward when obstacles arise. I have already learned that success does not mean never struggling. It means refusing to let struggles determine the limits of what is possible. Ultimately, I want my career to have a lasting impact on the students I serve. I want students to leave my classroom knowing that they are capable, valued, and worthy of being heard. I want to be the teacher who sees potential where others may only see limitations. My journey has taught me perseverance, empathy, and the importance of advocacy, and I intend to carry those lessons with me throughout my graduate education and career. By pursuing special education, I am not only working toward my own future; I am preparing to help create a future in which more students are allowed to believe in themselves and succeed.

Being a first-generation student means being willing to take a path that no one in my family has taken before. It means learning how to navigate college and graduate school while figuring things out along the way. To me, being a first-generation student represents more than being the first in my family to pursue a graduate degree. It represents breaking barriers, creating opportunities, and showing others that it is possible to achieve your goals even when the path is not always easy. My journey has come with challenges that have shaped who I am today. Growing up, I experienced difficulties in school that made me realize how important it is for students to feel understood and supported. There were times when I felt like I had to work harder to have my needs recognized. Although those experiences were difficult, they helped me discover my passion for special education. Instead of letting those challenges define me, I decided to use them as motivation to become the person I once needed. I am pursuing a Master of Arts in Teaching in Special Education because I want to make a difference in the lives of students with disabilities. I want to create a classroom where students feel accepted, respected, and capable. My experience as a camp counselor has strengthened this dream. Working with children with different needs, including children with autism and other disabilities, has taught me the importance of patience, empathy, and meeting each student where they are. What drives me is the hope that I can be the teacher who helps a student realize that they are capable of more than they thought. I know how meaningful it can be when someone believes in you, and I want to give that same feeling to my future students. I also want to make my family proud and show that our circumstances do not have to determine our future. This scholarship would help reduce the financial stress that comes with pursuing my graduate degree. Coming from a low-income family, financial assistance can make a meaningful difference in my ability to continue my education. It would allow me to focus more on my studies and preparing for the career I am passionate about. I may not have had a roadmap for this journey, but I have learned to create my own. Being a first-generation student means taking that first step even when you are unsure of what comes next. I am determined to keep moving forward, earn my degree, and use my education to make a lasting difference in the lives of my future students.

1. Why are you passionate about the special education teacher profession? I am passionate about becoming a special education teacher because I understand how important it is for students to have someone who believes in them. Growing up, I experienced situations where I did not always feel understood or supported in school. There were times when I felt like my struggles were noticed more than my strengths. Those experiences stayed with me and helped me realize that I want to become the teacher I needed when I was younger. My passion has grown even stronger through my experience as a camp counselor. I have had the opportunity to work with children with a variety of special needs, including children with autism. Working with these campers has taught me that there is no single way for a child to learn, communicate, participate, or show that they are successful. Every child has their own personality, interests, strengths, challenges, and way of experiencing the world. Some of my most meaningful moments as a counselor have not been huge accomplishments. They have been the small moments: seeing a camper try an activity for the first time, watching a child become comfortable enough to participate with their peers, helping someone communicate what they need, or simply seeing a camper smile because they are having a good day. These moments have taught me that progress looks different for every student, and that those small victories deserve to be celebrated. I want to become a special education teacher because I want to help students recognize those victories in themselves. I do not want my students to believe that their disability determines what they can accomplish. Instead, I want them to understand that needing support does not make them less capable. My goal is to create a classroom where students feel safe, respected, included, and valued for who they are. 2. Experiencing a Sense of Their Own Presence Professor Harold Bloom's statement that "the purpose of teaching is to bring the student to his or her sense of his or her own presence" means to me that teaching is about helping students discover who they are and understand that they have value. A teacher should not simply give students information and expect them to memorize it. A teacher should help students recognize their own voice, strengths, interests, ideas, and abilities. For special education students, this can be especially meaningful. Students with disabilities are sometimes surrounded by people who focus heavily on what they cannot do or what they need help with. While identifying areas where a student needs support is important, I believe it is equally important to recognize what that student can do. A student should not walk into my classroom and feel like their disability is the first thing people see. My mission as a special education teacher would be to help each student discover, "This is who I am, and I have something important to contribute." I would accomplish this by getting to know my students as individuals rather than seeing them only through their IEPs, diagnoses, or academic goals. I want to learn what makes each student excited, what makes them comfortable, what they are curious about, and what they are proud of. I would use those interests to create opportunities for students to participate and succeed. I also believe in giving students choices and allowing them to have a voice in their own education whenever possible. For example, instead of always telling a student exactly how they must complete an assignment, I could provide different ways for them to demonstrate their understanding. One student might write an answer, another might draw a picture, and another might explain their answer verbally. The goal is not to lower expectations. The goal is to remove unnecessary barriers so students have an opportunity to show what they know. I would also make a point of celebrating progress instead of comparing students to one another. If one student takes ten steps forward while another takes one, both students deserve recognition. I want my classroom to be a place where students can look back and say, "I couldn't do this before, but now I can." Ultimately, I want my students to develop confidence and self-advocacy. I want them to learn how to communicate what they need, recognize their strengths, and understand that their opinions matter. My hope is that students eventually become their own advocates rather than feeling like they always need someone else to speak for them. My mission is not to make every student fit into the same definition of success. My mission is to help each student discover what success means for them and give them the tools and support to pursue it. 3. Fairy Tale: The Teacher Who Saw the Stars Once upon a time, there was a young woman who wanted to become a teacher. She had spent many years in classrooms where she sometimes felt like she was standing outside looking in. She knew what it felt like to struggle, to need extra support, and to wonder if other people saw her abilities or only saw the things she found difficult. One day, she discovered a different kind of classroom: a summer camp. At the camp, she met children who each had their own unique way of seeing the world. Some loved video games. Some loved music. Some loved swimming. Some loved telling jokes, while others communicated through a smile or a simple gesture. Some needed extra help, while others needed someone to give them the courage to try. The young woman quickly learned something important. Every child had a star. Some stars were bright and easy to see. Others were hidden behind clouds. But every child had one. Her job was not to make every star shine the same way. Her job was to help each child find their own light. Years later, she entered her own special education classroom. On the first day, she looked around at her students and remembered the lesson she had learned at camp. She would not ask, "What is wrong with this student?" She would ask, "Who is this student, and what can I do to help them shine?" She listened to her students. She learned their interests. She celebrated their successes. She helped them through their difficult days. When a student said, "I can't," she helped them find a way to say, "Maybe I can try." And when a student finally accomplished something they had worked so hard to achieve, she did not simply tell them, "Good job." She asked, "Do you realize what you just did?" The student smiled. For the first time, they were not waiting for someone else to tell them they were successful. They knew it themselves. And that was the greatest lesson the teacher could ever give. She had not simply taught her students reading, writing, mathematics, or life skills. She had helped them discover their own presence. And once they understood their own worth, there was no limit to how brightly their stars could shine. The End.

Teaching is important to me because I know firsthand how much of a difference having a supportive and understanding teacher can make in a student’s life. Growing up, I sometimes struggled to get the support and accommodations I needed in school. There were times when I felt misunderstood or like my challenges were more important to teachers than my strengths. Those experiences shaped the kind of educator I want to become. I want to be the teacher who makes students feel seen, accepted, and capable rather than making them feel defined by the things they struggle with. My passion for teaching has also grown through my experience as a camp counselor. Working with children with a variety of special needs, including children with autism, has taught me that every child learns and communicates differently. I have learned the importance of being patient, flexible, and willing to find different ways to connect with each child. Sometimes, progress can look like something very small, such as a camper participating in an activity they were nervous about, making a new friend, communicating what they need, or simply having a good day. Being able to celebrate those moments with my campers has shown me how rewarding it is to help children build confidence and recognize their own abilities. These experiences are a major reason I am pursuing my Master of Arts in Teaching in Special Education. I want to continue learning how to effectively support students with different learning needs and become a stronger advocate for them. I also want to learn from my future students. I believe that being a good teacher means understanding that you will never know everything and that every student can teach you something new. For myself, I hope to become an educator who creates a welcoming and inclusive classroom where students feel comfortable being themselves. I want to continue growing professionally while also becoming the kind of teacher my students can trust. I want to be someone who listens to students, recognizes their strengths, and advocates for the support they need to succeed. For my students, my biggest goal is for them to believe in themselves. I want them to understand that needing extra help does not make them less capable and that making mistakes does not mean they have failed. I want to celebrate their progress, no matter how big or small, and help them discover what they are good at and what they enjoy. Most importantly, I want my students to know that they belong in the classroom and that their voices matter. Teaching, to me, is more than simply having a career. It is an opportunity to make a positive difference in a child’s life. If I can help a student feel understood, gain confidence, or believe that they are capable of achieving something they once thought was impossible, then I will know I am doing what I was meant to do.

Growing up and pursuing higher education with multiple disabilities has shaped both my educational journey and my career goals. I live with Autism, ADHD, and Central Auditory Processing Disorder (CAPD), along with health challenges such as Hypermobile Ehlers-Danlos Syndrome and Postural Orthostatic Tachycardia Syndrome (POTS). Each of these conditions has presented unique obstacles in my schooling, but they have also strengthened my resilience and deepened my understanding of the importance of advocacy, accessibility, and compassionate education. Throughout my academic experience, learning has often required creativity, persistence, and self-advocacy. Autism and ADHD can affect focus, organization, and sensory processing, while CAPD makes it difficult to process spoken information in fast-paced environments like classrooms or lectures. This means that something as simple as listening to instructions or following a lecture can take additional effort and concentration. To adapt, I developed strategies such as recording lectures, reviewing notes multiple times, and finding alternative learning approaches that work with the way my brain processes information. These experiences taught me how to advocate for my needs and helped me understand how important individualized support can be for students with disabilities. In addition to learning differences, my chronic health conditions have added another layer of challenge. Hypermobile Ehlers-Danlos Syndrome causes chronic pain and joint instability, while POTS can cause dizziness, fatigue, and difficulty with prolonged standing or physical exertion. These conditions can make long days on campus physically exhausting and sometimes unpredictable. Despite these barriers, I have remained committed to my education and my goals because I believe that my lived experiences allow me to bring a valuable perspective to the field of education. These challenges have directly influenced my career path. I am currently pursuing a master’s degree in special education because I want to support students with disabilities and ensure they receive the understanding and accommodations they deserve. As someone who has navigated the education system with multiple disabilities, I understand how transformative it can be when educators recognize students’ strengths instead of focusing solely on their limitations. My goal is to become an educator who advocates for inclusive classrooms where students feel seen, supported, and empowered to succeed. Financial support would play a significant role in helping me continue this journey. Managing disabilities often comes with additional financial burdens, including medical care, adaptive tools, and transportation challenges. These expenses can make pursuing higher education even more difficult. Additional funding would help reduce the financial strain of tuition, educational materials, and necessary resources that support my learning and health needs. It would allow me to focus more fully on my academic and professional development rather than constantly worrying about financial barriers. Receiving this support would not only help me achieve my personal educational goals, but it would also allow me to continue working toward a career where I can advocate for others. My experiences have shown me how powerful education can be when students are given the right tools and encouragement. By continuing my education, I hope to use my story, my challenges, and my resilience to help create learning environments where all students especially those with disabilities have the opportunity to thrive.

Losing a loved one to suicide creates a type of grief that is complex and difficult to fully understand. When my uncle died by suicide many years ago after struggling with addiction, it left a lasting impact on my life. His death was not only the loss of a family member, but also the loss of the person he might have become if he had been able to overcome the challenges he faced. At the time, I was too young to fully understand the depth of addiction and the mental health struggles that often accompany it. As I grew older, however, I began to see his story through a different perspective. Addiction is rarely just about substance use, it is often connected to deep emotional pain, trauma, and feelings of isolation. Realizing this helped me move beyond confusion and sadness and toward a deeper sense of empathy for what my uncle may have been experiencing. One of the most difficult parts of losing someone to suicide is living with unanswered questions. It is natural to wonder whether something could have been said or done that might have changed the outcome. For a long time, those thoughts were heavy on my mind. Over time, I learned that healing does not always come from finding answers. Instead, it comes from learning to accept the unknown while still honoring the life of the person we lost. Another challenge was confronting the silence that often surrounds suicide. Many families struggle to talk about it openly because of the stigma attached to both mental health and addiction. Yet I have come to understand that silence can allow pain to grow in isolation. Speaking about my uncle’s struggle has helped me realize how important it is to encourage conversations about mental health, compassion, and support for those who are struggling. Despite the pain of this loss, it has taught me important lessons about resilience and empathy. Grief has a way of changing how we see the world and the people around us. My uncle’s story has reminded me that many individuals carry invisible burdens, and that kindness and understanding can make a meaningful difference in someone’s life. It has encouraged me to approach others with greater patience and compassion. Over time, I have found hope by choosing to let this experience shape me in a positive way. Rather than allowing tragedy to define my life, I have chosen to let it strengthen my commitment to supporting others who may be struggling. His story reminds me how important it is for people to feel heard, valued, and supported during difficult times. When I reflect on my uncle’s life today, I try to remember more than the way he died. I remember that he was a person who struggled deeply but was also loved by his family. His life reminds me of the importance of compassion and the power of human connection. Being a suicide loss survivor has taught me that resilience does not mean forgetting or moving on completely. Instead, it means learning how to carry grief while still choosing hope. My uncle’s loss will always be a part of my story, but it has also strengthened my commitment to empathy, understanding, and supporting those who may feel alone in their struggles.

I believe I should be considered for this scholarship because my academic journey reflects resilience, determination, and a deep commitment to serving others through education. My path has not always followed a traditional or easy route, but the challenges I have faced have strengthened my dedication to learning and my passion for advocating for students with disabilities. Each obstacle has helped shape my purpose: to become an educator who ensures that every student, regardless of their challenges, has the opportunity to succeed. As a student living with Autism, ADHD, and Central Auditory Processing Disorder (CAPD), my experience in school has often required me to approach learning differently from many of my peers. Processing spoken instructions in a fast-paced classroom could be difficult, and there were times when I felt like I was constantly trying to catch up. However, instead of allowing these challenges to discourage me, I learned how to adapt and develop strategies that allowed me to continue progressing academically. I began recording lectures so I could revisit them at my own pace, organizing my coursework carefully, and breaking complex tasks into smaller, manageable steps. These strategies not only helped me succeed in my studies but also taught me valuable skills in persistence, organization, and self-advocacy. My academic accomplishments are closely tied to my long-term goal of working in the field of special education. Through my studies and professional training, I have focused on understanding how to support diverse learners and how educational systems can better serve students with different learning needs. I have pursued coursework and training related to applied behavior analysis and special education practices in order to build the knowledge and skills necessary to help students reach their full potential. These experiences have helped me develop a strong academic foundation while reinforcing my commitment to becoming a compassionate and effective educator. Beyond academics, I believe that one of the most important aspects of education is advocacy. Many students with disabilities face barriers that are not always visible to others. Because of my own experiences navigating these systems, I understand how important it is for students to have someone who believes in them and supports them when they encounter difficulties. My goal is to become that advocate for future students. I want to build classrooms that focus on inclusion, patience, and understanding, where students feel safe asking questions and confident in their ability to learn. One of the most significant challenges I faced during my education occurred when Hurricane Helene disrupted daily life in my community. Natural disasters bring more than physical destruction; they also create uncertainty, stress, and interruptions to routines that many students rely on for stability. For someone who benefits from structure and predictability, the disruption caused by the hurricane made it difficult to maintain focus on schoolwork. Classes were interrupted, communication became inconsistent, and many people in the community were dealing with the emotional and practical effects of the storm. Despite these challenges, I remained committed to continuing my education. I worked to reorganize my schedule and adapt to the circumstances, focusing on the aspects of my studies that I could control. I reminded myself that progress, even during difficult times, is still progress. The experience strengthened my ability to remain flexible and resilient when faced with unexpected challenges. It also deepened my appreciation for the importance of community support during times of crisis. Through both personal and academic challenges, I have learned that perseverance and empathy are essential qualities for educators. My own experiences have given me insight into the struggles that many students face, particularly those with disabilities or learning differences. I understand what it feels like to struggle in a system that is not always designed with every learner in mind. Because of this, I am committed to helping build a more inclusive educational environment where students are encouraged, supported, and empowered to succeed. Receiving this scholarship would play an important role in helping me continue pursuing my educational goals. Financial support would allow me to focus more fully on my studies and professional development as I prepare for a career in education. More importantly, it would represent an investment in my mission to serve students who need encouragement, advocacy, and guidance. Ultimately, my goal is not only to succeed academically but to use my experiences to help others overcome obstacles in their own educational journeys. I want my future classroom to be a place where students feel valued, capable, and motivated to pursue their goals. By continuing my education and building a career in special education, I hope to create opportunities for students who may otherwise feel overlooked. Through dedication, resilience, and compassion, I aim to make a meaningful and lasting impact on both my community and the lives of the students I serve.

I want to build a future where students with disabilities are not only included in education, but truly understood, supported, and empowered. As someone who lives with Autism, ADHD, and Central Auditory Processing Disorder (CAPD), I know firsthand how easily students can feel invisible in systems that were not designed with them in mind. Because of my experiences, the thing I want most to build is not just a career, but a lifelong commitment to advocacy, inclusive education, and community support. Growing up in school, I often struggled to process information in traditional classroom settings. Instructions sometimes sounded clear to others but confusing to me. There were moments when I felt like I was trying to keep up in a race where everyone else had been given a map that I never received. However, the teachers and mentors who took the time to understand how I learned made a lasting difference in my life. They showed me that when educators listen, adapt, and advocate, students who once felt overlooked can discover their strengths and confidence. Because of those experiences, I want to build classrooms where students with special needs feel seen, capable, and valued. My goal is to become a special education teacher who helps students understand that their differences are not weaknesses, but unique ways of thinking and learning. I want to create learning environments that focus on strengths rather than limitations, where individualized support, patience, and creativity help every student reach their potential. Beyond the classroom, I hope to build stronger bridges between schools, families, and communities. Many parents of children with disabilities feel overwhelmed navigating educational systems and support services. By advocating for clear communication and collaboration, I want to help families feel empowered and supported as partners in their children’s education. Building this future also means continuing to grow personally and professionally. My own journey with disability has taught me resilience, adaptability, and empathy. These qualities allow me to connect with students who may feel misunderstood. When students see someone who has faced similar challenges succeed and advocate for them, it can inspire them to believe in their own abilities. The future I want to build is one where students with disabilities are not defined by their struggles, but recognized for their potential. By becoming an educator and advocate, I hope to help build a more inclusive education system and a community that values every individual’s voice. In doing so, I will not only be shaping my own future, but helping create opportunities and confidence for the students and families I serve.

Living with Hypermobile Ehlers-Danlos Syndrome (hEDS) and Postural Orthostatic Tachycardia Syndrome (POTS) has shaped both the challenges I face and the resilience I have developed as a student. Simple tasks like walking to class, sitting through a lecture, or even lifting a backpack can become daily hurdles. Fatigue, chronic pain, and unpredictable flare-ups often threaten to derail my education. Yet, through these obstacles, I have refused to let my body define my potential. Each day is a lesson in adaptation, self-advocacy, and persistence, and these lessons have shaped not only my academic journey but also my character. Early on, I realized that traditional strategies for learning would not always work for me. I developed creative ways to stay engaged with my studies despite my physical limitations. I record lectures so I can revisit them on low-energy days, and I reorganize my study schedule around my physical stamina what I like to call “spoons,” borrowing a term from chronic illness communities to describe units of energy. I communicate openly with teachers and professors to request accommodations, whether it’s extended deadlines, flexible attendance, or alternative ways to participate in class. These strategies have allowed me to continue learning and thriving academically, even on days when my body might feel like a barrier. The journey has not been without its challenges. There were days when I missed important classes, struggled to keep up with deadlines, or felt overwhelmed by the gap between my ambitions and my physical capabilities. Yet these moments of frustration were balanced by moments of triumph. One experience that stands out is completing a group project entirely from home. Coordinating virtually with classmates, managing my assignments according to my energy levels, and ultimately delivering work that reflected my full effort taught me the value of creative problem-solving and reinforced my commitment to perseverance. Experiences like these have strengthened my resilience and underscored the importance of advocating for oneself, skills I carry into every aspect of my life. Receiving this scholarship would lift a significant burden from my educational journey. The financial support would allow me to focus more fully on my studies without the constant stress of managing my illnesses alongside academic demands. It would also enable me to continue serving as a role model and advocate for other students facing chronic illnesses, showing them that obstacles can be navigated with determination, creativity, and self-advocacy. I hope to inspire others to see that resilience is not about avoiding challenges but about finding new paths and continuing forward despite them. Living with hEDS and POTS has taught me that success is not always measured by how easily one navigates life, but by the persistence, adaptability, and courage one demonstrates when facing challenges. This scholarship would make it possible for me to continue walking that path pursuing my education, honing my abilities, and preparing to make a meaningful impact on the lives of others who face challenges like mine. Through my experiences, I have learned that resilience is built one choice at a time, and I am committed to using that resilience not only to achieve my goals but to uplift and support those who walk a similar journey.

Guiding Students to Discover Their Own Presence “I have learned that the purpose of teaching is to bring the student to his or her sense of his or her own presence.” — Harold Bloom When Professor Harold Bloom wrote that the purpose of teaching is to bring a student to their own “sense of presence,” he was describing a deeper goal of education than simply delivering information. A sense of presence means that a student becomes aware of their own voice, abilities, and value in the world. It is the moment when a learner realizes that their thoughts matter, their experiences have meaning, and they have the power to participate in their own learning and life. Teaching, in this sense, is not about shaping students into a predetermined model of success. Instead, it is about helping them discover who they already are and empowering them to grow from that foundation. For students with disabilities, reaching this sense of presence can be particularly transformative. Many students in special education settings spend much of their academic lives being defined by what they cannot do rather than by their potential. Labels, accommodations, and assessments are necessary tools, but they can unintentionally overshadow a student’s individuality. My goal as a special education teacher is to ensure that my students are not reduced to their diagnoses. Instead, I want them to understand that their differences are part of their identity, not a limitation on their future. My passion for this work comes from personal experience. I am someone who lives with Autism, ADHD, and Central Auditory Processing Disorder (CAPD). Throughout my educational journey, I learned firsthand how essential advocacy and support can be. There were moments when understanding instructions, processing information, or navigating social expectations felt overwhelming. However, there were also teachers and mentors who helped me recognize that my challenges did not define my abilities. They helped me see my strengths, and because of them, I developed the confidence to advocate for myself. This experience shaped my understanding of what Bloom meant by a student’s sense of presence. For me, it was the moment when I realized that I was not simply a student who struggled; I was a learner with a unique perspective, creativity, and resilience. I began to see that my voice mattered and that my experiences could be used to support others who faced similar challenges. As a future special education teacher, my mission is to help my students reach that same realization. I plan to accomplish this by creating classrooms that prioritize respect, empathy, and individualized learning. Every student processes the world differently, and instruction must reflect those differences. By using differentiated instruction, visual supports, structured routines, and inclusive communication strategies, I aim to create an environment where students feel both supported and empowered. Equally important is teaching students how to advocate for themselves. Self-advocacy is a critical skill for individuals with disabilities, yet it is not always explicitly taught in schools. I want my students to understand their learning styles, communicate their needs, and recognize their strengths. When students learn to speak about their own learning experiences, they begin to see themselves as active participants in their education rather than passive recipients of instruction. Building meaningful relationships will also be central to my approach. Students are more likely to develop confidence and independence when they feel seen and understood by their teachers. I want my classroom to be a place where students feel safe expressing themselves, asking questions, and making mistakes. Learning should not be driven by fear of failure but by curiosity and exploration. Ultimately, guiding students to a sense of their own presence means helping them recognize their inherent worth. When students understand that their ideas, feelings, and perspectives are valuable, they begin to see themselves as capable individuals who can contribute to their communities. This realization can shape not only their academic success but also their personal growth and future opportunities. My journey as a student with disabilities has given me a unique perspective that I bring to the field of special education. I know what it feels like to struggle, but I also know what it feels like to be supported and believed in. Because of this, I am committed to being the kind of educator who helps students discover their own voices and confidence. Teaching is not simply about transmitting knowledge. It is about helping students recognize their own potential and guiding them toward the realization that they matter. When students discover their sense of presence, they begin to see themselves not as limited by their challenges but as individuals capable of learning, growing, and making a difference in the world. Once upon a time, in a village where many children believed they were invisible, there lived a teacher named Riley. The children had been told that they were “different,” and because of this, they thought their voices were too small to be heard. Riley carried no magic wand, but instead brought something far more powerful: patience, understanding, and belief. One by one, Riley listened to each child’s story. Some children spoke through drawings, others through movement, and some through quiet words that took time to find. As Riley listened, something remarkable began to happen. The children realized that their thoughts mattered. The quiet child discovered their creativity. The restless child discovered their curiosity. The hesitant child discovered their courage. Soon the village was no longer filled with invisible children. It was filled with storytellers, thinkers, artists, and dreamers who understood that their voices belonged in the world. And Riley realized that the greatest magic of teaching was not changing the children, but helping them see the brilliance and creativity that had always been inside them.

Growing up with Autism, Central Auditory Processing Disorder (CAPD), and ADHD has shaped not only my educational journey, but also the person I have become and the career path I have chosen. From an early age, I learned that navigating school, communication, and social expectations often required additional support and understanding. While these challenges were sometimes difficult, they also gave me a perspective that many people never experience. They taught me resilience, self-advocacy, and the importance of having someone who believes in your potential. Throughout my education, I came to understand how critical advocacy is for individuals with disabilities. I learned that sometimes simply working hard is not enough if your needs are not understood or recognized. Students with disabilities often require someone who can help amplify their voice, explain their needs, and ensure they receive the support they deserve. Over time, I realized that advocacy is not just about speaking up for yourself it is about building systems and communities where everyone is supported. This realization has become the foundation of my professional goals. My lived experience allows me to connect deeply with individuals who have special needs because I understand many of the barriers they face. I know what it feels like to struggle with processing information differently, to need accommodations, and to work twice as hard to achieve the same goals as others. Rather than allowing these challenges to limit me, they have motivated me to pursue a career dedicated to supporting and empowering individuals with disabilities. I want to be the person who helps others recognize their strengths and potential, especially when they may struggle to see it themselves. In my career, I plan to make a positive social impact by supporting individuals with special needs through education, advocacy, and compassionate care. My goal is to work in a field where I can directly help individuals develop skills, build confidence, and access the resources they need to succeed. Whether through behavioral support, educational guidance, or community outreach, I want to ensure that individuals with disabilities are not only included but truly valued within society. Inclusion should not simply mean being present in a classroom or workplace it should mean having the opportunity to participate, contribute, and thrive. I also believe that lived experience is a powerful tool for change. As someone who has navigated the education system with disabilities, I bring both professional knowledge and personal understanding to my work. This combination allows me to approach challenges with empathy, patience, and creativity. I want to help bridge the gap between professionals and the individuals they serve by promoting understanding and respect for neurodiversity. Ultimately, my goal is to create environments where individuals with special needs feel supported, heard, and empowered to reach their full potential. I hope to inspire others especially young people with disabilities to believe that their challenges do not define their limitations. With the right support, advocacy, and opportunities, they can achieve meaningful success and make valuable contributions to their communities. Receiving this scholarship would allow me to continue pursuing my education and strengthen my ability to serve others. More importantly, it would help me continue a mission that is deeply personal to me: ensuring that individuals with disabilities have advocates, opportunities, and the support they need to succeed. Because sometimes, having someone who understands and believes in you can make all the difference.

Preserving Authentic Human Connection in a Technological World In a world increasingly driven by technology, maintaining authentic human connection has become both more challenging and more important than ever. Smartphones, social media, and artificial intelligence allow us to communicate instantly with people around the globe. However, despite being more connected digitally, many people experience loneliness and emotional distance in their daily lives. As technology continues to evolve, society must learn not only to adapt to it but also to ensure that meaningful human relationships remain at the center of our lives. By prioritizing empathy, creating balance in our technology use, and intentionally using digital tools to build supportive communities, we can preserve and strengthen authentic human connection. My own educational journey has shown me how powerful genuine connection can be. As a student who has faced barriers within the education system, I learned early that success is rarely achieved alone. Support from teachers, mentors, and peers played a significant role in helping me continue pursuing my goals. Their encouragement, patience, and willingness to listen made a lasting impact on my confidence and motivation. These experiences taught me that while technology can provide information and convenience, it cannot replace the human understanding, compassion, and guidance that come from real relationships. One of the most important ways to preserve authentic connection in a technological world is by practicing empathy and active listening. Technology often encourages quick messages and brief interactions, but meaningful relationships require time and emotional presence. When people slow down and truly listen to one another, they create opportunities for deeper understanding and trust. Small actions—such as putting away phones during conversations, maintaining eye contact, and engaging thoughtfully with others—can strengthen relationships in ways that digital communication alone cannot. At the same time, technology itself does not have to be the enemy of connection. When used intentionally, it can strengthen relationships and expand communities. Online learning platforms, virtual discussions, and collaborative tools allow people from different backgrounds and locations to share knowledge and experiences. For students like myself, technology has opened doors to educational opportunities that might not otherwise be available. It has allowed individuals to build networks, share perspectives, and support one another in ways that extend beyond geographic limitations. However, technology should complement human connection rather than replace it. Creating balance is essential. Spending time in face-to-face conversations, participating in community activities, and working collaboratively with others helps develop the interpersonal skills that technology alone cannot teach. Educational institutions, workplaces, and communities should encourage environments where both digital innovation and meaningful personal interaction can thrive together. As someone pursuing higher education, I hope to contribute to a future where technology enhances rather than diminishes our humanity. Whether through education, mentorship, or community involvement, I believe that strengthening authentic relationships is essential for building a more compassionate and inclusive society. Technology will continue to shape our world, but the values of empathy, understanding, and connection must remain at its core. Ultimately, preserving authentic human connection in a technological age requires intentional effort. Technology may change the ways we communicate, but it should never replace the compassion and understanding that define meaningful relationships. By choosing to prioritize empathy, balance, and community, we can ensure that even in a digital world, human connection remains one of our greatest strengths.