One of my greatest achievements was earning third place at the 2026 Alabama SkillsUSA State Conference in Robotics and Automation Technology. For many students, a robotics competition is a chance to demonstrate technical skills. For me, it was also a test of perseverance, adaptability, and confidence. I am deaf, and I have spent my entire education in a mainstream environment designed primarily for hearing students. In technical fields like robotics and automation, communication is a major part of success. Instructions are often delivered verbally, discussions happen quickly, and important information can be exchanged in seconds. Throughout my life, I have had to find ways to overcome those barriers while keeping pace with everyone around me. When I entered the Robotics and Automated Manufacturing program at CTEC, I quickly realized I would need strategies that worked for me. Instead of relying solely on spoken instruction, I became a highly visual learner. I studied demonstrations, diagrams, and technical materials while practicing skills until I fully understood them. I also learned to advocate for myself by asking questions, requesting clarification, and helping others understand the best ways to communicate with me. One of the most valuable skills I developed was learning to break large problems into smaller parts. Whether troubleshooting a machine, wiring a circuit, or programming a robotic system, I learned to analyze each component and test solutions step by step. This approach helped me solve technical challenges and stay calm under pressure. Those skills became especially important while preparing for the SkillsUSA state competition. Robotics and automation require teamwork, precision, and problem-solving. There were moments when communication barriers made tasks more difficult, but I focused on preparation, attention to detail, and trusting the skills I had developed. The result was an achievement I am incredibly proud of. My teammate and I earned third place in the state of Alabama. That award represented much more than a medal. It represented years of learning how to adapt, advocate for myself, and turn obstacles into opportunities. Along the way, I discovered that some of the skills I developed because of my hearing loss actually strengthened my abilities as a future engineer. I became more observant, more detail oriented, and more focused on visual problem solving. These qualities have helped me succeed not only in robotics but also in my dual-enrollment mechatronics coursework and technical training. My experience in robotics has inspired me to pursue a degree in Mechanical Engineering with a focus on robotics and mechatronics. I hope to work in industrial automation and advanced manufacturing, helping build and improve the systems that shape our future. I also hope to serve as a role model for other Deaf and Hard of Hearing students who may be interested in STEM fields. Robotics has taught me that every problem has a solution if you are willing to approach it with patience, creativity, and determination. Earning third place at the Alabama SkillsUSA State Conference in Robotics and Automation Technology is one of my proudest accomplishments. Not only did I place in a traditionally male-dominated field, but I did so as a deaf competitor in a competition that relies heavily on communication, teamwork, and technical skill. At this point in my life, it stands as one of my greatest achievements because it represents years of hard work, self-advocacy, and perseverance. It proved to me that barriers do not define what is possible, and those lessons continue to guide me as I pursue my future in engineering.

One of the most important social issues I am working to address is accessibility and inclusion for Deaf and Hard of Hearing students, especially in technical and extracurricular environments. Many spaces in education are still designed with the assumption that everyone can rely on sound. This creates barriers that are often overlooked, not because people do not care, but because they do not fully understand the challenges. As a deaf student in mainstream education, I have experienced firsthand how difficult it can be to fully participate without the right tools, support, and awareness. Instead of accepting those limitations, I have worked to create solutions that not only help me, but also help others who may face similar challenges. I am the founder and student advocate of Southern Sign Society, a student led initiative focused on promoting accessibility, inclusion, and participation for Deaf and Hard of Hearing students. The mission is to increase visibility and create opportunities for students to be fully involved in school activities, especially in areas where communication barriers are most common. Through this work, I advocate for practical solutions such as the use of assistive technology, better communication strategies, and increased awareness among peers, teachers, and coaches. My goal is not just to ask for accommodations, but to help normalize them so future students do not have to fight the same battles for access. In addition to advocacy, I lead by example through my involvement in both academics and extracurriculars. As a student in the Robotics and Automated Manufacturing program, I work in an environment that relies heavily on communication, teamwork, and technical instruction. I have learned how to adapt by using visual learning, hands on practice, and technology to stay engaged. At the same time, I help others understand how to communicate more effectively with me, which creates a more inclusive environment for everyone. I also participate in varsity cheer, where I have worked with my team and coaches to implement tools and strategies that allow me to stay synchronized and involved. These experiences show that accessibility is possible when people are willing to collaborate and problem solve. Community service has also played a major role in my efforts. Through varsity cheer, I have completed over 920 hours of service, working with youth programs and local outreach events. These experiences have allowed me to connect with younger students and serve as an example of what is possible, even when challenges exist. Representation matters, and I want other students, especially those with disabilities, to see that they can pursue their goals in any field. In the future, I plan to continue addressing this issue by combining my interest in engineering with advocacy. I want to contribute to designing systems and environments that are more inclusive by default, not as an afterthought. Whether that is through technology, workplace practices, or mentorship, my goal is to help create a world where accessibility is built in from the start. By continuing to speak up, lead, and innovate, I hope to make a lasting impact on both my community and the industries I plan to enter.

The Language of Machines: My Big Dream Growing up in a small town like Montevallo, the paths to success are built for a world of sound. I am a senior at Montevallo High School, a varsity cheerleader, and I am deaf. Because I have spent my life in a mainstream education system that was not designed for me, I have had to work twice as hard just to be at the starting line. I often find myself straddling the world of the hearing and the world of the Deaf, which is why I identify as deaf. It helps people understand the reality of my hearing loss and the effort I put in every day. My "big dream" is to become a leader in industrial automation as a Mechatronics technician. This dream is big for me because it takes me out of the "support" roles people sometimes expect of the deaf community and puts me right in the center of high-tech engineering. My inspiration for this dream comes from the machines I work with. In the robotics lab at the Career Technical Educational Center (CTEC), I don't have to worry about catching someone's tone or hearing a specific voice. Robotics is about logic, math, and precision. I found out quickly that I have a natural talent for seeing how mechanical systems fit together. This passion brought out skills I didn’t know I had, like the ability to visualize a solution for a complex machine before I even touch a tool. My dream is to prove that technical skill doesn't depend on how you hear the world, but on how you solve the problems in front of you. I’ve put in the work to make it happen. During my junior year at CTEC, I made history by earning the highest score of any first-year robotics student. I also earned my MSSC CPT 4.0 certification in April 2024. Currently, I am dual-enrolled at Jefferson State Community College. I am working toward my Mechatronics Certificate while finishing my senior year. My next step is to attend the University of Alabama through the Shelton State bridge program. This path will allow me to gain hands-on technical training and then move into my degree at UA. This scholarship would enable my dream by covering the essential costs of my education. Because I am navigating this path with very limited financial resources, winning scholarships is the only way I can afford to move forward. I would use these funds for tuition, housing, a meal plan, or the assistive technology I need to succeed in a lab environment. By removing these financial barriers, I can focus entirely on mastering the complex systems I’ll be working with in the industry. I want to show other kids from small towns and other students in the deaf community that our current situation doesn't set our limit. I want to change the way people look at disability in the workforce. I want them to see it as a different, highly focused way of looking at a problem.