I’ve always believed that teaching is one of the most powerful ways to leave a lasting legacy — not just in knowledge passed down, but in confidence built, hearts reached, and lives transformed. My interest in becoming a teacher comes from a deep desire to serve others, to make children feel seen and capable, and to be a constant in a world that can often feel uncertain. As a mother of two, I’ve seen the powerful difference a kind, patient, and intentional educator can make — not just academically, but emotionally. I want to be that kind of teacher. I want to walk into a classroom each day knowing that I am shaping not just minds, but futures. That I’m helping children discover their strengths, overcome their challenges, and grow into the people they’re meant to be. I’ve chosen to pursue a career in special education because I believe all children deserve to learn in an environment where their unique needs are respected, their differences are embraced, and their growth is celebrated. Too often, children who learn differently are left behind or underestimated. I want to be the teacher who never gives up on them — the one who sees their potential when others don’t. My inspiration doesn’t just come from motherhood or personal drive — it also comes from a teacher who forever changed the way I saw myself. Her name was Mrs. Waller, my fifth-grade teacher. I was a quiet child, often unsure of my abilities and too shy to raise my hand. But Mrs. Waller noticed me. She saw something in me I couldn’t yet see in myself. She wrote me encouraging notes, always made time to check in, and gave me opportunities to lead in small, safe ways. When I finally stood up to present a short story I had written — hands trembling, voice barely a whisper — she stood at the back of the classroom, nodding and smiling with genuine pride. That moment was the first time I felt brave. Mrs. Waller didn’t just teach me to read and write; she taught me to believe in myself. And now, I want to do the same for others. I want to be that quiet, steady voice of encouragement that says, “You can do this. I see you. I believe in you.” Teaching is more than a profession to me — it’s a purpose. It’s a way to leave the world better than I found it, one child at a time.

Harold Bloom once said, “The purpose of teaching is to bring the student to his or her sense of his or her own presence.” To me, this statement captures the deepest essence of what it means to be a teacher — not just to transfer knowledge, but to help students recognize themselves as individuals with value, voice, and potential. Especially in special education, where students often face challenges that can mask or muffle their confidence, guiding them to that place of self-awareness is not only essential — it is life-changing. What Does It Mean to Find One’s “Presence”? In the context of Bloom’s quote, “presence” refers to a student’s awareness and ownership of their identity, capabilities, and place in the world. It means moving beyond memorization and rote learning into personal empowerment — helping students understand who they are, how they learn, and what they bring to the table. For special needs students, whose differences are often misinterpreted as deficits, this journey is especially sacred. To guide a student to a sense of presence is to help them become visible — not only to others, but to themselves. It’s nurturing the belief that “I am here, I matter, and I can grow.” ⸻ Why I’m Passionate About Special Education My passion for special education stems from both personal and professional experiences. As a mother of two and a lifelong advocate for children, I’ve witnessed the ways in which early intervention, individualized support, and genuine encouragement can radically shift a child’s self-perception and trajectory. I’ve seen the light in a child’s eyes when they accomplish something they thought they couldn’t. I’ve watched students go from hiding behind their desks to raising their hands with pride. I’ve learned that progress looks different for every learner — and that those differences are worth celebrating, not fixing. Special education is not a fallback or a niche — it’s a calling. It is about recognizing the humanity in every child, meeting them where they are, and building a bridge to where they want to be. I chose this field because I believe all students deserve the dignity of being understood. ⸻ My Mission: Leading Students to Their Presence As a special education teacher, my mission is to help each of my students experience their own presence by cultivating self-awareness, resilience, independence, and joy in learning. Here’s how I plan to do that: 1. Create a Safe and Affirming Classroom Presence cannot bloom in fear. I will create a classroom culture built on respect, trust, and psychological safety. Students will be free to take risks, make mistakes, and explore their interests without shame. Every child will know they are seen and supported. 2. Embrace Individuality and Strengths Instead of focusing solely on what a student can’t do, I will help them discover what they can do — and do well. Using strength-based approaches, I’ll help students identify and build upon their talents, whether academic, artistic, social, or emotional. 3. Use Visuals, Routine, and Structure For many students with learning differences, structure is freedom. Visual schedules, clear expectations, and consistent routines help students feel grounded and confident. These tools reduce anxiety and build a sense of ownership and predictability, allowing presence to emerge. 4. Foster Communication and Self-Expression Students need ways to express themselves, especially if verbal communication is difficult. I’ll use tools like AAC devices, social stories, journaling, art, and role play to give students multiple pathways to tell their stories, feelings, and ideas. 5. Partner with Families Parents and caregivers are a child’s first teachers. I’ll work collaboratively with families, honoring their insights and supporting them with practical strategies that bridge home and school. Together, we’ll build a consistent message: “You belong. You are capable.” 6. Celebrate Every Step Small wins lead to big breakthroughs. I’ll celebrate progress in all forms — academic, behavioral, emotional — and help students recognize how far they’ve come. Reflection will be a routine part of our week, giving students language to describe their growth and presence. ⸻ A Fairy Tale: The Garden of Forgotten Voices Once upon a time, in a quiet land tucked between clouds and wildflowers, there was a hidden garden called the Garden of Forgotten Voices. In this garden lived children who had once been told they were “too different,” “too slow,” “too quiet,” or “too much.” Over time, their voices faded — not because they had nothing to say, but because the world had stopped listening. Enter Sara the Brave, a gentle-hearted teacher from the Village of Light. She had heard tales of the garden and vowed to find it. With her bag of scrolls, crayons, and patience, she journeyed through storms of doubt and forests of misunderstanding until she reached the garden gate. When she arrived, she didn’t speak. She listened. She listened to the boy who only communicated through hums, the girl who spun in circles when words failed her, and the twins who drew pictures of everything they wished they could say. Sara did not try to change them. Instead, she brought tools: picture cards, musical drums, calming stones, story mats, and soft beanbags that welcomed tired hearts. The garden began to change. Colors brightened. Birds returned. And slowly, the children’s voices — once hidden — grew louder, clearer, prouder. They wrote stories, built sky-high block towers, danced without fear, and hugged without words. Sara taught them that their presence mattered. That they were not broken, only blooming. Word spread beyond the garden. Soon, other teachers came — curious, inspired, ready to learn. They, too, began to listen. The world outside grew gentler. And as for Sara the Brave? She stayed. Not because she had to, but because she knew that every child, no matter how soft their voice, deserved someone who would never stop listening. ⸻ Conclusion: Teaching Presence is Teaching Hope Helping students experience their own presence is more than a goal — it is the essence of teaching. For students with special needs, that presence may be hidden under years of frustration, missed diagnoses, or being misunderstood. But with patience, creativity, and love, it can be uncovered — and when it is, everything changes. As a future special education teacher, I will be a guide, a cheerleader, a safe place, and a bridge. I will teach students to see themselves not just as learners, but as individuals with value, voice, and strength. I will remind them every day: You are here. You matter. And the world is better because of your presence.

Certainly! Here’s a polished essay (approx. 370 words) tailored to your prompt. You can use this as a script for a video or submit it as a written essay: ⸻ Essay Response: My name is Sara, and I am currently pursuing a degree in Special Education with a focus on early childhood development. As someone deeply committed to creating inclusive, supportive, and enriching learning environments for young children, this field is more than just an academic pursuit — it’s my passion and purpose. I chose Special Education because I believe every child deserves to feel seen, valued, and capable, regardless of their learning style or ability level. Throughout my journey as a mother, a volunteer, and an aspiring teacher, I’ve witnessed the transformative power of early intervention, patient guidance, and meaningful connection. My goal is to become a teacher who not only delivers lessons, but also builds trust, nurtures confidence, and advocates fiercely for students and their families. This scholarship would significantly help ease the financial burden of my education. As a working mother of two, balancing school, parenting, and financial responsibilities can be incredibly challenging. Receiving this support would allow me to focus more fully on my studies, complete my fieldwork, and take advantage of additional learning opportunities — such as certifications, trainings, and workshops — that will further prepare me for the classroom. It would also give me the freedom to continue creating digital resources for children with special needs, something I’ve started doing to support families and educators both in my local community and online. These resources — like visual schedules, social-emotional tools, and printable routines — are part of my mission to make learning more accessible and joyful for all. Beyond the classroom, I hope to use my degree to impact education policy and expand early intervention efforts, especially in under-resourced communities. I want to be a voice for inclusion and a force for good in public education. This scholarship isn’t just an investment in my future — it’s an investment in the hundreds of students I hope to reach, teach, and inspire. Thank you for considering my application and for supporting students who are working hard to make a difference.

I believe that the early years of a child’s life lay the foundation for everything that follows. The way children are nurtured, encouraged, and supported during this critical window shapes how they learn, relate to others, and view themselves. That’s why I’m passionate about early childhood education — it’s not just teaching ABCs and 123s; it’s shaping futures. My decision to pursue a career supporting early childhood development comes from both personal experience and a deep desire to create positive change. As a mother of two, I’ve witnessed how important those early years are in building confidence, independence, and curiosity. I’ve watched my own children flourish when surrounded by patient, attentive adults who understand their individual needs and learning styles. I’ve also seen the opposite — how children can quickly become withdrawn or frustrated without the right support in place. These experiences lit a fire in me to become part of the solution and help make sure every child gets the strong start they deserve. I’m especially interested in working with young children who have special needs or developmental delays. I want to ensure they receive early intervention and individualized support that sets them up for long-term success. I believe early childhood educators are in a powerful position to identify red flags, work alongside families, and implement strategies that support the whole child — emotionally, socially, and academically. One way I plan to support early childhood development is by creating inclusive, play-based learning environments. Young children learn best through exploration and hands-on experiences. I want my classroom to be filled with songs, movement, sensory play, visual supports, and routines that make children feel safe and engaged. I believe in meeting children where they are, celebrating their progress, and building on their unique strengths. Another important goal of mine is to build strong relationships with families. Parents and caregivers are a child’s first and most important teachers. I plan to provide regular communication, offer practical resources, and create a classroom culture that welcomes and values every family. I want parents to feel empowered, not overwhelmed, and to know they have a partner in their child’s growth. In addition to my academic studies, I’ve been working on developing digital tools and printable resources for early learners, including visual schedules, activity cards, and emotion regulation supports. These tools are designed to help children understand routines, build independence, and express themselves. I hope to continue designing accessible resources that can be used by parents and teachers alike. Ultimately, I chose this field because I want to be the kind of teacher who makes a difference — not just in a child’s school year, but in their life. I want to help children develop a love for learning, a sense of security, and the confidence to be themselves. I want to be the person who notices the quiet child in the corner, who gently encourages a child struggling with speech, who celebrates every milestone — big or small. Supporting early childhood development is more than a career for me; it’s a calling. It’s about investing in our future by nurturing our youngest learners today. I’m excited to take on that responsibility, and I’m committed to giving every child I work with the best possible start in life.

Teaching is about more than delivering a curriculum — it’s about showing up with heart, being a consistent presence in a child’s life, and planting seeds of belief and confidence that can grow for a lifetime. As an aspiring special education teacher and a mother of two, I know firsthand how important it is for children to feel seen, valued, and supported not only in their academic journey but also in their personal growth. Throughout my life, I’ve found purpose in serving others. In my community, I’ve volunteered at school functions, organized supply drives for families in need, and helped coordinate inclusive events that celebrate children of all abilities. One of the most memorable experiences I had was mentoring a young girl who had difficulty with reading and low self-esteem. While we spent time practicing phonics and decoding skills, the real breakthrough came when she began to speak up in class and take pride in her work. Helping her build confidence was a powerful reminder that the emotional and social parts of education are just as vital as the academic content. Beyond structured volunteer opportunities, I carry a spirit of service in my everyday life. Whether I’m advocating for my children, offering support to overwhelmed parents in Facebook groups, or creating digital tools to help teachers and families stay organized, I try to lead with kindness and purpose. I recently started designing printable resources and visual schedules for children with special needs — inspired by both my experience as a mom and my passion for inclusive education. My hope is to make life a little easier for parents and educators, and to provide children with tools that help them thrive. As a future teacher, I want to build a classroom where every student — especially those who learn differently — feels a sense of belonging. I want my students to walk away with more than just academic knowledge. I want them to leave knowing that they matter, that their voice counts, and that it’s okay to learn at their own pace. I want them to feel empowered to advocate for themselves, take pride in their progress, and celebrate their unique strengths. I also want to be a bridge between families and the school system — someone who listens deeply, communicates openly, and works collaboratively to meet each child’s needs. I believe strong partnerships with families are essential to a child’s success, and I’m committed to fostering that connection. I know the work won’t always be easy — teaching is a profession that demands patience, creativity, and resilience. But I am ready for that challenge. I’m motivated by the belief that education can change lives, and I’m dedicated to being a part of that change. Every student deserves a teacher who will believe in them relentlessly — and I want to be that teacher. Receiving this scholarship would not only support my educational journey, but it would also allow me to continue serving others with even greater impact. It would bring me one step closer to building the kind of classroom where students feel safe, inspired, and capable of anything. I am committed to leading with heart, thinking with purpose, and using education as a force for good in my community and beyond.