I am committed to becoming a Special Education teacher for students anywhere from pre-kindergarten through 12th grade, with a focus on learning and behavior. My passion for Special Education comes from years of meaningful experiences with individuals with disabilities, and I know this is what I was meant to do. Reading Rebecca's story reminded me that every child deserves educators who take the time to understand them as an individual, recognize their strengths, and find the best ways to help them succeed. If I were working with a child like Rebecca, my first priority would be building a trusting relationship. Every child communicates differently, and I believe it is my responsibility as a teacher to learn how they express themselves rather than expecting them to fit one method of communication. I would use patience, consistency, positive reinforcement, visual supports, assistive technology when appropriate, and individualized instruction based on the student's strengths and interests. Just as Rebecca's most successful educators learned her personality, likes, and dislikes, I would take the time to understand what motivates each student so learning becomes engaging, meaningful, and enjoyable. I also believe that families are one of the most important parts of a child's education. Parents and caregivers know their child better than anyone else, and they provide valuable insight into what works at home, what motivates their child, and what challenges they face. Strong communication and collaboration between educators and families create consistency and help students make greater progress. I want families to know they are respected, heard, and viewed as equal partners in every educational decision. My experience working with individuals with disabilities has strengthened my commitment to this profession. I worked at the Heart of Illinois Special Recreation Association, where I supported individuals with special needs ranging from ages four to forty. In this role, I assisted with daily activities, provided care and encouragement, promoted inclusion, and built meaningful relationships with participants of all abilities. I also participated in Unified Physical Education throughout high school, eventually becoming a leader who helped create an inclusive environment where students with and without disabilities learned and grew together. Beyond school, I served on the Special Olympics Illinois Unified Generation Committee, and I currently serve on the College Inclusion Council with Special Olympics Illinois. These experiences have shown me the importance of advocacy, inclusion, and seeing every individual's potential rather than their disability. Financially, I have not received FAFSA assistance or other significant financial aid to support my college education. I am working hard to earn my degree in Special Education, and every scholarship makes a meaningful difference in helping me continue my education while reducing the financial burden on my family and future student loan debt. Receiving this scholarship would not only provide financial support but would also encourage me as I continue preparing for a career dedicated to serving students with disabilities. Rebecca's legacy is a reminder that the greatest educators are those who see the whole person, celebrate every success, and never stop believing in a child's abilities. That is the kind of Special Education teacher I am committed to becoming.

Ever since high school, I have had a passion for individuals with special needs. That passion has guided me toward pursuing a major in Special Education, where I hope to make a lifelong impact on students with diverse needs. Working at the Heart of Illinois Special Recreation Association (HISRA) has strengthened my commitment to this field and provided me with valuable hands-on experience. At HISRA, I care for both children and adults with special needs, helping them engage in activities, build independence, and experience joy in everyday moments. Each individual I work with has taught me patience, empathy, and the importance of meeting every person where they are. If I were to work with a child like Rebecca, my first goal would be to build trust and create a supportive, inclusive environment. Every child learns differently, and I believe that teaching should be as personalized as possible. I would use a combination of visual supports, hands-on learning, and positive reinforcement to teach and motivate the child. I’ve learned that communication goes far beyond words, and it’s about connection and compassion. By focusing on a child’s strengths and celebrating small victories, I can help them gain confidence and a love for learning. Family involvement plays a big role in the growth and success of any child with disabilities. Families provide insight into the child’s needs, preferences, and progress that can’t always be seen in the classroom. I would make it a priority to communicate regularly with parents and caregivers, creating an approach that fosters collaboration to support the child’s educational and emotional development. When families and teachers collaborate, children are more likely to reach their fullest potential both academically and personally. My dream is to become a special education teacher working with students of all ages. I want to be the kind of teacher who not only educates but also advocates for her students, someone who helps them believe in themselves and prepares them for an amazing future. My time at HISRA has already given me a foundation for understanding different disabilities and adapting to each individual’s unique needs, and I’m excited to continue learning and growing in this field. Financially, pursuing this goal has been challenging. My parents are currently supporting two children in college, and it has been a struggle to afford tuition and related expenses. I work part-time to help cover costs, but as I have more assignments, balancing work and school becomes more difficult. Receiving this scholarship would greatly reduce the financial stress on my family and allow me to focus more fully on my studies. Ultimately, I want to dedicate my life to helping children like Rebecca learn, grow, and thrive. Every child deserves a teacher who sees their potential and believes in their ability to succeed. This scholarship would not only help me continue my education, but it would bring me one step closer to fulfilling my dream of changing lives through special education.

From the time I first walked into Unified P.E. in high school, I knew I had found my purpose. Mrs. Tyra and Mrs. Seals were my teachers. Both of them have influenced me deeply, shaping my passion for the special education profession. Unified P.E. is more than just physical activity; it is a place where students find who they are and what they love, which reflects Professor Harold Bloom's idea that "the purpose of teaching is to bring the student to his or her sense of his or her own presence." This was true for me. My sophomore year was when I was able to join Unified, and it was when I truly found myself. Since that first day in Unified, my passion for helping those with special needs and for genuinely spending time with them and being their friend has grown. I have never seen an individual with a disability as someone who is below me or dumb. I have always just seen them as another one of my friends. One of my best friends, Quincy, has Down syndrome. I met her in 4th grade, and we went to high school together. We text all the time and truly just get each other. Another one of my friends who has the same disability, Maddie, is such a sweetheart! We FaceTime every day, multiple times a day. Now, I could go on and on about all the friends I have made from Unified and the way they've impacted me, but that would take forever. So instead, I will share the adventures of my ride or die, my great friend, and “brother,” Jack. In 2024, Jack, who has high-functioning autism, and I were paired together to go to a youth leadership training with Special Olympics Illinois (SOILL). We rocked it and were chosen unanimously to be on the Unified Generation Committee (UGC) with SOILL. On this committee were nine other high school pairs just like us, and some grade school pairs as well. We spread the word of respect and inclusion at a state level, and even spoke at a leadership conference in Chicago. Jack very quickly became family to me. He was so good at what he was doing and amazingly confident. We fulfilled our mission on the committee as a pair, and he is continuing that mission with his new partner, and I could not be prouder. UGC was truly the highlight of my senior year. I would not have traded that experience for the world. As a member of the 2024–2025 Unified Generation Committee, I witnessed firsthand how inclusion changes lives. When peers with and without disabilities worked side by side, barriers disappeared, and a sense of belonging took their place. I saw students who once doubted themselves stand tall with pride after competing in an event or participating in a unified activity. These moments reinforced my belief that teaching is not just about the work; it is about connection. In my future classroom, I want to bring this same spirit of unity, ensuring that every student knows they are part of something bigger than themselves. I believe being a special education teacher comes with teaching respect not only to my students but to everyone. It means recognizing voices, abilities, and goals rather than focusing on limitations. My mission as a special education teacher will be to create a classroom environment where every student feels empowered to express who they are and what they dream of achieving. I will do this by encouraging independence in small steps, celebrating every success, and teaching resilience when challenges arise. For example, I envision lessons that combine academics with real-world skills, where students not only practice reading and math but also practice decision-making, problem-solving, and social skills. These are the building blocks of confidence and identity. Mrs. Tyra, Mrs. Seals, and my Unified experiences all taught me that special education is about being inclusive, having joy, and providing opportunity. I hope to ignite the passion I have for this career in a young person just like me in the future. I want to be someone’s Mrs. Tyra and Mrs. Seals, because without them and the opportunities they gave me, I would have never known passion to this degree. Optional Fairy Tale Once upon a time, there was a girl named Sara who carried a lantern of light. She discovered that this lantern did not shine brightest when she held it alone, but when she shared it with others. Along her journey, she met wise mentors, Mrs. Tyra and Mrs. Seals, who showed her how to use the lantern to guide others out of the shadows of doubt and into the warmth of inclusion. She then joined forces with a group of heroes called UGC, where she saw that true magic happened when everyone’s light shone together. With every step, Sara’s lantern grew brighter, not because of her own flame, but because of the sparks she helped ignite in the hearts of her classmates. And so, her mission became clear: to be the teacher who helps every student find the light within themselves.

Special Olympics has played a huge role in shaping who I am and the person I aspire to become. I was introduced to Special Olympics through my high school. I was unanimously selected for the Unified Generation Committee for the 2024–2025 school year with my incredible partner, Jack, and together we built a team that represented everything Special Olympics stands for: inclusion, teamwork, and community. That experience, combined with the friendships and lessons I gained, is what inspired me to pursue a career in special education. Helping individuals with special needs is not just something I enjoy; it is my greatest passion. Alongside my work with Special Olympics, I have also gained meaningful experience at the Heart of Illinois Special Recreation Association (HISRA). HISRA provides programs for individuals with special needs, including summer camps, personal care, life skills, and social activities. I began working at HISRA at the end of my sophomore year of high school, and I continue to work there today. Every day at HISRA has reinforced my desire to become a special education teacher, because I see firsthand the impact that inclusion and support can have on someone’s life. Additionally, I work part-time at an ice cream shop, which has taught me responsibility, time management, and the value of hard work. Besides jobs, I cheered for three years in high school and absolutely love the sport. I have received many awards through cheer, including Most Valuable Cheerleader. I was also a freshman leader in high school. I was their mentor and helped them navigate their first year. Despite my dedication and work ethic, one of the biggest challenges I face right now is the financial burden of paying for college. Unfortunately, I did not receive financial aid, and without assistance, I will not be able to afford my bachelor’s degree. This is disheartening because I know that becoming a teacher is my calling, and I do not want financial barriers to hold me back from making a difference in the lives of others. I am a problem solver, and right now, the problem I face is a lack of funds. Applying for scholarships like this one is my way of solving that problem. With the help of this scholarship, I can continue my education without the heavy burden of student loans or debt. That support would allow me to focus on my studies and eventually, my students, rather than worrying about how to make ends meet. Everything I have participated in throughout high school will always be a part of me. My time with the Unified Generation Committee, my work, sports, and my experiences at HISRA have given me a mission: to make the world a more inclusive place. I have started strong by being part of the Unified movement, and I am eager to continue that mission in my career as a special education teacher. My dream is to make an impact on others through Special Olympics and through the classroom, just as those programs have made an impact on me. Receiving this scholarship would mean more than financial support; it would mean the opportunity to fulfill my purpose. I want to use my education to give back, to lift others up, and to ensure that every student, no matter their abilities, feels seen, supported, and included. I will always choose to include, and with the help of this scholarship, I will be able to turn that choice into a lifelong career.

Life has presented me with challenges that have tested my strength and shaped who I am today. One of the greatest obstacles I have had to overcome is learning how to manage and rise above self-doubt. For many years, I struggled with questioning my own abilities and comparing myself to others. Whether it was in academics, sports, or even simple social situations, I often felt like I was falling short. This mindset could have held me back, but instead, it became the foundation for my growth. Through persistence, hard work, and the support of caring mentors, I learned to turn my self-doubt into motivation. I began setting personal goals and measuring my success against my own progress rather than others. This shift not only improved my confidence but also taught me resilience. This scholarship would help me give back to my community by allowing me to pursue my dream of becoming a special education teacher. I believe teaching is one of the most powerful ways to create lasting change. Special education, in particular, is close to my heart because I want to advocate for students who often need someone to believe in them. With the support of this scholarship, I will be able to complete my education and use my career to serve children and families. I want to create classrooms that are welcoming, inclusive, and inspiring. More importantly, I hope to empower students to believe in their own strengths, just as my teachers once did for me. By investing in my education, this scholarship is not only helping me reach my goals but also helping every future student I will teach. Stamp collecting may seem like a simple hobby, but it has had a surprising influence on my life. At first, I was drawn to it out of curiosity—the colors, the tiny details, the stories behind each stamp. Over time, though, I realized that stamp collecting taught me patience and appreciation for diversity. Each stamp represents a different place, time, or culture, and putting them together in a collection is like creating a puzzle of human history. Collecting stamps helped me slow down, pay attention to small details, and recognize that even the smallest things can carry great meaning. In a world that often rushes past details, stamp collecting showed me the value of mindfulness and curiosity. The lessons I have learned from stamp collecting connect to the kind of teacher I want to be. Just as stamps may seem small but hold significance, students may feel overlooked or underestimated, yet each one has incredible potential waiting to be discovered. Stamp collecting reminds me that every individual has a story worth hearing and a place where they belong. In overcoming self-doubt, I have learned resilience. In pursuing this scholarship, I see the chance to give back through education. And through stamp collecting, I have developed patience and appreciation for diversity. Altogether, these experiences have prepared me not only for success in my own life but also to positively impact the lives of others.

Life has presented me with challenges that have tested my strength and shaped who I am today. One of the greatest obstacles I have had to overcome is learning how to manage and rise above self-doubt. For many years, I struggled with questioning my own abilities and comparing myself to others. Whether it was in academics, sports, or even simple social situations, I often felt like I was falling short. This mindset could have held me back, but instead, it became the foundation for my growth. Through persistence, hard work, and the support of caring mentors, I learned to turn my self-doubt into motivation. I began setting personal goals and measuring my success against my own progress rather than others. This shift not only improved my confidence but also taught me resilience. This scholarship would help me give back to my community by allowing me to pursue my dream of becoming a special education teacher. I believe teaching is one of the most powerful ways to create lasting change. Special education, in particular, is close to my heart because I want to advocate for students who often need someone to believe in them. With the support of this scholarship, I will be able to complete my education and use my career to serve children and families. I want to create classrooms that are welcoming, inclusive, and inspiring. More importantly, I hope to empower students to believe in their own strengths, just as my teachers once did for me. By investing in my education, this scholarship is not only helping me reach my goals but also helping every future student I will teach. Stamp collecting may seem like a simple hobby, but it has had a surprising influence on my life. At first, I was drawn to it out of curiosity—the colors, the tiny details, the stories behind each stamp. Over time, though, I realized that stamp collecting taught me patience and appreciation for diversity. Each stamp represents a different place, time, or culture, and putting them together in a collection is like creating a puzzle of human history. Collecting stamps helped me slow down, pay attention to small details, and recognize that even the smallest things can carry great meaning. In a world that often rushes past details, stamp collecting showed me the value of mindfulness and curiosity. The lessons I have learned from stamp collecting connect to the kind of teacher I want to be. Just as stamps may seem small but hold significance, students may feel overlooked or underestimated, yet each one has incredible potential waiting to be discovered. Stamp collecting reminds me that every individual has a story worth hearing and a place where they belong. In overcoming self-doubt, I have learned resilience. In pursuing this scholarship, I see the chance to give back through education. And through stamp collecting, I have developed patience and appreciation for diversity. Altogether, these experiences have prepared me not only for success in my own life but also to positively impact the lives of others.

From a young age, I have known that I wanted to be a teacher. By high school, I knew I wanted to pursue a career where I could make a meaningful difference in people’s lives. It was not until my sophomore year of high school that I noticed what my calling was, and that is to be a Special Education teacher. Teaching is more than a career choice for me; it is a passion rooted in compassion, patience, and the belief that every child deserves the opportunity to succeed. Two teachers in particular, Mrs. Seals and Mrs. Tyra, shaped this passion and helped me discover that special education is where I can make the greatest impact. I have always admired the role teachers play in shaping their students’ futures, but it was not until I encountered Mrs. Seals and Mrs. Tyra that I realized the great influence teachers can have. They both teach physical education, but at my high school, we have a Unified P.E., which they teach together, where special education and general education students come together during P.E. to include and have fun. Unified absolutely changed my life. In my senior year, my partner Jack and I, who has high functioning autism, were unanimously selected to be on the Unified Generation Committee with Special Olympics Illinois. This was an experience of a lifetime. I made lifelong friends, Jack and I spoke at conferences, and we spread the word of inclusion and respect throughout Illinois, and honestly, the world. If it were not for Seals and Tyra, I would have never found my passion for inclusion and helping those with special needs. They demonstrated what it means to truly care for students as individuals. They showed me that teaching goes far beyond grades; it is about building relationships and helping students believe in themselves. Their kindness and encouragement left a lasting impression on me. They both have a unique way of seeing the strengths in every student, even when others might focus only on their challenges. Unified P.E. was a place of encouragement and possibility, where everyone was included. Observing Seals and Tyra taught me that special education requires not only skill and knowledge but also a special kind of heart. They inspired me to realize that I want to be that teacher for students who often need someone to believe in them the most. Special education appeals to me because it allows me to help students who are too often overlooked or underestimated. I want to be the person who helps a child discover their potential, even when others may doubt them. I want to create an environment where differences are celebrated and where every student feels safe and supported. To me, teaching special education is not about limitations; it is about possibilities. It is about seeing the unique gifts each student brings and helping them grow with confidence. The impact I hope to make as a teacher is not only academic but also personal. I want my students to leave my classroom knowing they are capable, valued, and worthy of every opportunity the world has to offer. If I can inspire just one student the way Mrs. Seals and Mrs. Tyra inspired me, I will consider my career a success. Becoming a special education teacher is my calling. Their influence is the reason I am committed to this path, and I hope to carry forward their legacy by making a lasting difference in the lives of my future students.

If I could create a class that every student from kindergarten through twelfth grade was required to take, I would design a course that teaches the importance of inclusivity and teamwork. This class would focus on teaching students how to value all different kinds of people, work together respectfully, and understand the importance of inclusion in all areas of life. Subjects like math, science, and history provide us with knowledge, and those classes are essential. However, I believe that a class centered on inclusion and teamwork would teach students skills that are just as important for success in their future. When I was in the fourth grade, a new student named Quincy joined our class. She has Down syndrome, which is something my classmates and I have never come across at our young age. We all knew that she was just a kid like us, but we did not know exactly how to talk to her. Our teacher told us to talk to her like we would talk to each other and to always include her because we all knew how much we hated being excluded. So, instead of treating Quincy differently, we treated her just the same as everyone else. Having a teacher who taught us inclusion helped us all as a class to understand just how important it is, and that even if someone looks different, it does not mean that they really are. Children could begin learning the basics of inclusion, such as sharing and listening. As students grow older, the lessons would evolve to address more complex topics, like resolving conflicts, understanding different opinions, and supporting peers with different abilities. High school students could take on more advanced projects that require them to collaborate with peers they may not normally interact with, or service-learning opportunities where teamwork is necessary to help others. The purpose of this course would not just be to teach students to get along. It would aim to create a cultural shift in schools, where differences are celebrated rather than judged, and where every student feels like they belong. Too often, students feel isolated or excluded because they do not fit a certain mold. By prioritizing inclusion and teamwork, this class could help break down barriers and build bridges between students of different abilities, interests, and identities. At my school, we had Respect Week. Respect week was a week where we celebrated and learned about a different intellectual and/or physical ability every day. We would wear a color corresponding to that disability each day, and this year, I came up with something new: The Kindness Chain. The students would write words of kindness on a strip of paper each day, and we made a big chain that decorated the hallways. This week was highly anticipated every year, and the whole school was involved. The impact of this course would be transformative, both in the short term and long term. In the classroom, students would develop a stronger sense of belonging and inclusivity. Group work would no longer be one person carrying the load, but rather an opportunity to collaborate and learn from one another. Students would also become more open-minded, learning to appreciate perspectives that are different from their own. Ultimately, a required class on inclusion and teamwork would teach students that success is not only measured by individual achievement but also by the ability to lift others and create spaces where everyone feels valued. I believe the impact would be a generation of students who grow into adults who are more open-minded and choose to include every day.