I am passionate about the special education profession because I have spent the past ten years witnessing how access to communication can either limit or liberate a child’s sense of self. As a bilingual educator and future Speech-Language Pathologist (SLP), I have worked closely with students who struggle not because they lack ability or intelligence, but because they lack the tools to express who they are. Special education, to me, is the commitment to ensuring that every student, regardless of ability or language background, is seen, heard, and valued. Professor Harold Bloom’s statement, “The purpose of teaching is to bring the student to his or her sense of his or her own presence,” captures the heart of why I chose this profession. I interpret a “sense of one’s own presence” as the understanding that one’s voice matters and that one has a rightful place in the learning community. For many students with disabilities, particularly those with communication disorders, this sense of presence is fragile or delayed. When students cannot communicate effectively, they may withdraw, become frustrated, or rely on others to speak for them. My work in special education has shown me that restoring a student’s sense of presence begins with giving them the means to communicate and the confidence to use their voice. Over the past decade, I have worked as a classroom teacher serving diverse learners, many of whom were bilingual and receiving special education services. As a bilingual Spanish-English speaker, I have seen how language differences are often mistaken for deficits. I have watched students lose confidence when their ideas were overlooked or misunderstood simply because they expressed them in a non-dominant language or with limited clarity. These experiences shaped my commitment to culturally and linguistically responsive practice and inspired my decision to pursue a master’s degree in Communicative Disorders. In my teaching career, I have learned that students begin to experience their own presence when they feel understood. I remember students who entered my classroom, hesitant to speak, unsure if their words would be accepted or corrected. Over time, with patience, encouragement, and intentional support, these students began to raise their hands, ask questions, and advocate for themselves. Those moments, when a student realizes they are capable of being heard, are transformative. They reaffirmed my belief that communication is foundational to learning, identity, and self-worth. As a future school-based SLP, my mission is to guide students toward experiencing a sense of their own presence by empowering them with functional, meaningful communication skills. I aim to accomplish this by providing individualized, evidence-based interventions that respect each student’s cultural, linguistic, and developmental background. Whether I am supporting a student with an articulation disorder, a language impairment, or complex communication needs requiring AAC, my goal will always be the same: to help the student communicate with confidence and purpose. I also believe that collaboration is essential in accomplishing this mission. My experience as a teacher has taught me the value of working closely with families, special education teams, and classroom teachers. When communication goals are embedded across settings and reinforced consistently, students are more likely to generalize skills and recognize their own agency. I want my students to know that their voice matters not only in therapy, but in the classroom, on the playground, and at home. Equally important is teaching self-advocacy. Students with communication challenges often depend on others to interpret or speak for them, which can unintentionally diminish their independence. By teaching students how to request clarification, express preferences, and ask for support, I hope to help them develop lifelong skills that extend beyond the school years. When a student can say, “I need help,” or “I want to try again,” they are asserting their presence and taking ownership of their learning. My bilingual background further strengthens my commitment to this work. I understand firsthand the vulnerability that comes with expressing oneself in more than one language and the courage it takes to speak when words do not come easily. As an SLP, I will advocate for fair and accurate assessment practices for bilingual students and ensure that language differences are honored rather than pathologized. I want my students to see their linguistic diversity as a strength, not a barrier. Ultimately, I am pursuing a career in special education as a Speech-Language Pathologist because I believe teaching and therapy are acts of empowerment. Helping a student find their voice is not just about improving speech or language skills. It is about affirming their identity and ensuring they know they belong. When students experience their own presence, they gain the confidence to engage with the world around them and to believe in their own potential.

I started thinking I wanted to become a teacher in Junior High. Mr. Bosalis was our English teacher. Everyday, he commuted to our small town and dedicated his time to more than just teaching us. He would explain and teach the importance of responsibility. His unwavering dedication to our future and his genuine care for each of his students ignited my passion for education and solidified my decision to pursue a career in teaching. From the moment I entered Mr. Bosalis' classroom, it was evident that he was not just a teacher but a mentor and a guide. We all came from low-income backgrounds and most of our parents were field workers. He had an exceptional ability to connect with each student on a personal level, understanding our individual strengths and challenges. His approach to teaching was not just about imparting knowledge but about inspiring a love for learning. Mr. Bosalis believed that education was the key to unlocking our potential and transforming our lives, and he worked tirelessly to ensure that we all had the tools we needed to succeed. Many of my close friends are college graduates and still remember Mr. Bosalis. Mr. Bosalis' influence extended beyond academic support; he was deeply invested in our personal growth and development. He often incorporated life lessons into his teaching, emphasizing the importance of integrity, perseverance, and empathy. He encouraged us to set ambitious goals and to work diligently toward achieving them. His belief in our potential was a powerful motivator, pushing us to strive for excellence and to believe in ourselves. Mr. Bosalis' profound impact on my life and the lives of my classmates is a testament to the power of a dedicated teacher. His passion for education and his genuine care for our future inspired me to follow in his footsteps. I realized that teaching is not just about delivering lessons; it is about nurturing and guiding students, helping them to realize their potential, and empowering them to shape their futures. Mr. Bosalis showed me that being a teacher is one of the most meaningful and impactful professions, and I am committed to carrying forward his legacy of dedication and care in my own career. Mr. Bosalis inspired me to become a teacher because he exemplified what it means to truly care about students' futures. His unwavering support, personalized approach, and commitment to our overall development have left an indelible mark on my life. I aspire to be the kind of teacher who makes a difference in the lives of my students, just as Mr. Bosalis did for me.