I opened my large print book, hit play on Audible, and was transported to the place I was understood. In 8th grade, I was listening to music when I heard a song. It was about a child of the Greek god Poseidon who, because of his ADHD and dyslexia, saved the universe. I listened to the soundtrack repeatedly, I needed to read the book it was based on. That book, Percy Jackson and the Olympians by Rick Riordan, captivated me. Early on, school was my sanctuary. I adored being “the joy to have in class” and the “let's hear from someone else” kid. Each summer, while others reveled in free time, I anticipated the first day. I’d carefully select fresh supplies, imagine new adventures, and eagerly wait to return to my favorite place. I felt perhaps I didn't belong when we started individual reading and Rocket Math. Others leafed through thick Harry Potter books and raced to math set W, while I pretended to read and struggled with set B. Like Percy, I sensed something was wrong. In fourth grade, I was pulled from class and deposited in a closet-like room where some lady asked endless questions. Like Percy’s trial encountering the first of the ancient monsters, the Furies, I knew something wasn’t “normal.” While my peers painted in art, I repeated numbers backwards. Eventually, I was put in a different class. I had entered my Tartarus, the special education classroom. I was abandoned in the cabin of the “unclaimed,” given assignments I completed in minutes. Percy was perceived as a lost cause, “Humans see what they want to see.” My teachers just saw me as another kid with an IEP, one they apparently never read. Instead of letting that disregard break me, I persisted. I had found my strength. Like discarded half-bloods expected to fight for their parents, I assisted my teacher by helping my peers. School would remain my home. Percy believed he was hopeless until he met his mentor, Chiron. Chiron showed Percy his disabilities were actually superpowers and led Percy to save the world. At the end of freshman year, I met my Chiron, my case manager, Mr. Tarantula. Speaking with Mr. Tarantula, I felt confident. I took control of my future. My mother had been fighting this battle since my difficulties started and finally, someone was standing with us. Like Percy and his friends, we strategized, selected classes and planned how to advance. I wouldn't let the monsters keep me from my education. My parents have advanced degrees from competitive schools. Growing up, I felt like a disappointment to them and myself. Why couldn't my brain work like theirs? Percy wanted to prove “he was good enough for someone,” but ultimately realized he had bigger battles to fight. He faced Medusa, the minotaur and Ares. He discovered his scattered attention was actually his power. He acquired something more significant, his self-worth. I too realized, “If my life is going to mean anything, I have to live it myself.” I learned despite things not coming easily, I had developed valuable skills- determination and perseverance. Working beyond expectations, I moved from the lower classes I was placed in to higher courses. I joined clubs and achieved officer positions. I saved my future by taking responsibility and navigating to my goal. Advocating for appropriate placements and accommodations solidified my decision to pursue a degree in education. Without reading Percy's story, I don't know how mine would have turned out. I now know, “The things that make you different, are the things that make you strong. So be strong.”

I opened my large print book, hit play on Audible, and was transported to the place I was understood. In 8th grade, I was listening to music when I heard a song. It was about a child of the Greek god Poseidon who, because of his ADHD and dyslexia, saved the universe. I listened to the soundtrack repeatedly, I needed to read the book it was based on. That book, Percy Jackson and the Olympians by Rick Riordan, captivated me. Early on, school was my sanctuary. I adored being “the joy to have in class” and the “let's hear from someone else” kid. Each summer, while others reveled in free time, I anticipated the first day. I’d carefully select fresh supplies, imagine new adventures, and eagerly wait to return to my favorite place. I felt perhaps I didn't belong when we started individual reading and Rocket Math. Others leafed through thick Harry Potter books and raced to math set W, while I pretended to read and struggled with set B. Like Percy, I sensed something was wrong. In fourth grade, I was pulled from class and deposited in a closet-like room where some lady asked endless questions. Like Percy’s trial encountering the first of the ancient monsters, the Furies, I knew something wasn’t “normal.” While my peers painted in art, I repeated numbers backwards. Eventually, I was put in a different class. I had entered my Tartarus, the special education classroom. I was abandoned in the cabin of the “unclaimed,” given assignments I completed in minutes. Percy was perceived as a lost cause, “Humans see what they want to see.” My teachers just saw me as another kid with an IEP, one they apparently never read. Instead of letting that disregard break me, I persisted. I had found my strength. Like discarded half-bloods expected to fight for their parents, I assisted my teacher by helping my peers. School would remain my home. Percy believed he was hopeless until he met his mentor, Chiron. Chiron showed Percy his disabilities were actually superpowers and led Percy to save the world. At the end of freshman year, I met my Chiron, my case manager, Mr. Tarantula. Speaking with Mr. Tarantula, I felt confident. I took control of my future. My mother had been fighting this battle since my difficulties started and finally, someone was standing with us. Like Percy and his friends, we strategized, selected classes and planned how to advance. I wouldn't let the monsters keep me from my education. My parents have advanced degrees from competitive schools. Growing up, I felt like a disappointment to them and myself. Why couldn't my brain work like theirs? Percy wanted to prove “he was good enough for someone,” but ultimately realized he had bigger battles to fight. He faced Medusa, the minotaur and Ares. He discovered his scattered attention was actually his power. He acquired something more significant, his self-worth. I too realized, “If my life is going to mean anything, I have to live it myself.” I learned despite things not coming easily, I had developed valuable skills- determination and perseverance. Working beyond expectations, I moved from the lower classes I was placed in to higher courses. I joined clubs and achieved officer positions. I saved my future by taking responsibility and navigating to my goal. Advocating for appropriate placements and accommodations solidified my decision to pursue a degree in education. Without reading Percy's story, I don't know how mine would have turned out. I now know, “The things that make you different, are the things that make you strong. So be strong.”

This great interest began in my seventh grade social studies class where I had a talented history teacher, Mr. Savakis. Mr. Savakis made learning about history engaging. He presented interactive lectures, creative projects, and made assignments compelling and fun. His class helped me realize I wanted to be a history teacher just like him. The following year I participated in National History Day and won a regional blue ribbon. Having the opportunity to research an in-depth long-term project and be able to present my work to professionals and the public made me certain that continuing to learn about history is what I wanted to do. Four years later, I am investigating colleges with History Education majors. History has always intrigued me as it provides us with an understanding of a shared past. It is the study of something that is constantly changing and evolving, while it gives us perspective and an understanding of those with whom we share this world. The actions of those who lived before us directly affect how we live our lives today. Certain events have been turning points in the story of our societies. History tells this story of how we got where we are, and why we live the way we do. It helps us understand the good and bad of humans. Ideally it helps us to not repeat dangerous patterns, and gives us the knowledge to work toward something better. Being actively involved in my community is something that I currently put into practice and is truly important to me. History’s power is it teaches about the past, yet can alter the future. Learning about the way things were can help individuals assess their own lives and hopefully make wise choices to improve their societies. I wish more people shared my love of learning about those who came before. I believe it would lead to more active participation in our communities and local governments, as well as more respect for one another. My wish is to provide these gifts of the past to my future students. Teachers have a vital role in shaping the future. I want to equip my students with the ability to be informed and participating members of society. Opportunities from local field experience and studying abroad, would allow me to further widen my perspective and understanding. All together, college would empower me to meaningfully grow my research skills and knowledge, treasures I would pass down to my own class of future historians. Once I begin my teaching career, I plan to advocate for all of my students and bring awareness to my colleagues about diverse academic, behavioral and social/emotional needs. My goal is to be a student advocate, finding solutions to help each child reach their potential, while teaching them to advocate for themselves. Growing up as a student with an IEP, my accommodations were crucial for me to meet my high educational standards. Most often, I had to speak up for them to be implemented and seek out the help I needed. When I am an educator, I will make sure to utilize my students’ accommodations and to look out for all of my students, designing and offering ways to maximize their varying learning styles. It is my ultimate goal to help my students develop the love of learning I have always had, and to demonstrate to colleagues that learning differently does not mean accomplishing less. Supplying meaningful support can show they're students their unique paths to success. Therefore my drive to become a teacher came from my own learning experiences and the passion that was sparked.

Teachers have a vital role in shaping the future. I want to equip my students with the ability to be informed and participating members of society. Opportunities from local field experience and studying abroad, would allow me to further widen my perspective and understanding. All together, college would empower me to meaningfully grow my research skills and knowledge, treasures I would pass down to my own class of future historians. Once I begin my teaching career, I plan to advocate for all of my students and bring awareness to my colleagues about diverse academic, behavioral and social/emotional needs. My goal is to be a student advocate, finding solutions to help each child reach their potential, while teaching them to advocate for themselves. Growing up as a student with an IEP, my accommodations were crucial for me to meet my high educational standards. Most often, I had to speak up for them to be implemented and seek out the help I needed. When I am an educator, I will make sure to utilize my students’ accommodations and to look out for all of my students, designing and offering ways to maximize their varying learning styles. It is my ultimate goal to help my students develop the love of learning I have always had, and to demonstrate to colleagues that learning differently does not mean accomplishing less. Supplying meaningful support can show they're students they're unique paths to success.

This great interest began in my seventh grade social studies class where I had a talented history teacher, Mr. Savakis. Mr. Savakis made learning about history engaging. He presented interactive lectures, creative projects, and made assignments compelling and fun. His class helped me realize I wanted to be a history teacher just like him. The following year I participated in National History Day and won a regional blue ribbon. Having the opportunity to research an in-depth long-term project and be able to present my work to professionals and the public made me certain that continuing to learn about history is what I wanted to do. Four years later, I am investigating colleges with History Education majors. History has always intrigued me as it provides us with an understanding of a shared past. It is the study of something that is constantly changing and evolving, while it gives us perspective and an understanding of those with whom we share this world. The actions of those who lived before us directly affect how we live our lives today. Certain events have been turning points in the story of our societies. History tells this story of how we got where we are, and why we live the way we do. It helps us understand the good and bad of humans. Ideally it helps us to not repeat dangerous patterns, and gives us the knowledge to work toward something better. Being actively involved in my community is something that I currently put into practice and is truly important to me. History’s power is it teaches about the past, yet can alter the future. Learning about the way things were can help individuals assess their own lives and hopefully make wise choices to improve their societies. I wish more people shared my love of learning about those who came before. I believe it would lead to more active participation in our communities and local governments, as well as more respect for one another. My wish is to provide these gifts of the past to my future students. Teachers have a vital role in shaping the future. I want to equip my students with the ability to be informed and participating members of society. Opportunities from local field experience and studying abroad, would allow me to further widen my perspective and understanding. All together, TCNJ would empower me to meaningfully grow my research skills and knowledge, treasures I would pass down to my own class of future historians. Once I begin my teaching career, I plan to advocate for all of my students and bring awareness to my colleagues about diverse academic, behavioral and social/emotional needs. My goal is to be a student advocate, finding solutions to help each child reach their potential, while teaching them to advocate for themselves. Growing up as a student with an IEP, my accommodations were crucial for me to meet my high educational standards. Most often, I had to speak up for them to be implemented and seek out the help I needed. When I am an educator, I will make sure to utilize my students’ accommodations and to look out for all of my students, designing and offering ways to maximize their varying learning styles. It is my ultimate goal to help my students develop the love of learning I have always had, and to demonstrate to colleagues that learning differently does not mean accomplishing less. Supplying meaningful support can show they're students their unique paths to success. Therefore my drive to become a teacher came from my own learning experiences and the passion that was sparked.

Many would agree that one person can't change the entire country. I disagree. As a nation, if each individual believed they could truly make a difference there would be a lot more patriotism and involvement. Each person can perform their civic responsibilities by working hard to improve their small part of the country. Two of the most important responsibilities are volunteering and voting. If every individual performed these tasks with the hopes of creating an impactful difference they would change our country. It is a dream of mine to be a part of a Nation that helps one another selflessly. Although some Americans are in more of a position to give than others, those with the means to do so must do what they can to help one another for our country to truly thrive. Volunteering can be done in many ways whether it is time, resources, or skills. Everyone can volunteer in some way. I encourage people to try volunteering just once and see the impact their actions have on another human being. I am certain that they will volunteer again. Voting is an important part of our constitution. The U.S. Constitution is the foundational document that allows for citizens to be involved in their governments and truly make a difference. Volunteering is our responsibility to give what we can for the better of our nation and its citizens. As volunteering builds a sense of community it is important to do what we can to protect these communities. One way we can do this is by voting. Voting is a vital part of being an American citizen yet not everyone can. Those able must vote in every election to ensure the protection of rights that keep everyone safe and give everyone a voice. Just because a piece of legislation might not effect you it may be earth-shattering for the person living next door. It is extremely disheartening to see the numbers of voter turnout decrease especially in youth. I dream that as time goes on each individual can feel empowered to vote and know they have made a difference. I hope to one day be a citizen of a country where each person can look in the mirror and know that they have truly made a difference. I hope that these individuals have created a community in which everyone helps each other and performs their civic duty with pride. Although these are my “hopes” I know they can be reality.

Once I begin my teaching career, I plan to advocate for all of my students and bring awareness to my colleagues about diverse academic, behavioral and social/emotional needs. My goal is to be a student advocate, finding solutions to help each child reach their potential, while teaching them to advocate for themselves. Growing up as a student with an IEP, my accommodations were crucial for me to meet my high educational standards. Most often, I had to speak up for them to be implemented and seek out the help I needed. When I am an educator, I will make sure to utilize my students’ accommodations and to look out for all of my students, designing and offering ways to maximize their varying learning styles. I aspire to become a history teacher with a strong commitment to fostering a love for learning among my students. I believe that every student deserves to have their unique needs acknowledged and addressed. In my journey, I also aim to specialize in special education to ensure that each student can learn in a safe and accepting environment where their individuality is celebrated and accommodated. It is my ultimate goal to help my students develop the love of learning I have always had, and to demonstrate to colleagues that learning differently does not mean accomplishing less. Supplying meaningful support can show their students their unique paths to success. In order to achieve these goals I will need to go to college to add tools to help me achieve my dreams. With this scholarship I wish is to provide the gifts of the past to my future students. Teachers have a vital role in shaping the future. I want to equip my students with the ability to be informed and participating members of society.Working with people makes me happy. I am part of many extracurriculars including Drama Club, Unified, Student High School Integration Program (SHIP), Key Club, Cheerleading, Student Council, and many more. All of these activities involve students of all ages working on a common goal. For example, SHIP is a club whose goal is to help incoming freshmen adjust to highschool. From being heavily involved in all of these activities, I have become close with students across the grade levels. I socialize with and share common interests with many students younger than me and share ideas and bond with them. This experience has prepared me to be able to work with any student. I know college is the best place for me to prepare to achieve this goal. My hope is to immerse myself in my colleges collaborative, seminar-style classes, working directly with professors engaged in their field. Collecting oral histories sounds especially appealing. All together, attending college would empower me to meaningfully grow my research skills and knowledge, treasures I would pass down to my own class of future historians.