My decision to pursue higher education at this stage of my life is the result of a journey shaped by resilience, lived experience, and a deep commitment to educational equity. My path has not been linear; however, each experience—particularly navigating life with a disability and managing a chronic health condition—has strengthened my resolve and clarified my purpose. These experiences have led me to continue my academic journey by attending the Science of Reading: Advanced Certificate program at CUNY Brooklyn College. Living with diabetes and navigating neurodiverse experiences have required discipline, adaptability, and strong self-advocacy. Balancing health, professional responsibilities, and academics has taught me perseverance, intentional time management, and the importance of evidence-based decision-making. These challenges have shaped my personal values—resilience, equity, accountability, and empathy—which now guide my professional practice as an educator committed to supporting diverse learners. My professional experiences working with students who have learning disabilities, multilingual backgrounds, and limited access to academic resources have directly influenced my decision to pursue advanced training in the Science of Reading. Through my work in literacy intervention, I have witnessed how students thrive when instruction is grounded in research, structured literacy practices, and responsive teaching. Enrolling in the Science of Reading Advanced Certificate allows me to deepen my expertise in phonological awareness, decoding, fluency, vocabulary, comprehension, and data-driven intervention—skills essential for closing literacy gaps and supporting underserved communities. At this stage in my life, returning to higher education is a purposeful and informed decision. I bring lived experience, professional insight, and a clear vision for how I intend to apply my education. My goal is to use this advanced training to strengthen literacy instruction, advocate for evidence-based practices, and contribute to systems that support students with disabilities and multilingual learners. I am committed to serving my community not only as an educator, but also as a leader who bridges research and practice to create inclusive learning environments. This scholarship will play a critical role in helping me achieve these goals. Financial support will reduce the burden of tuition and allow me to focus fully on my studies while continuing to serve students and families. More importantly, this scholarship represents an investment in my ability to use my education to create meaningful, lasting impact within my community. My journey has taught me that persistence and purpose are powerful tools for change. By pursuing the Science of Reading Advanced Certificate at CUNY Brooklyn College, I am strengthening my capacity to serve others, advocate for equity, and ensure that all students have access to high-quality, research-based literacy instruction. With the support of this scholarship, I am prepared to continue building a future rooted in service, leadership, and educational justice.

Living fearlessly with diabetes has taught me that courage is not the absence of challenge—it is the daily decision to show up fully, prepared, and unapologetically human. Diabetes is a constant companion in my life. It does not pause for deadlines, celebrations, or moments of exhaustion. Yet rather than allowing it to define my limits, I have learned to let it sharpen my awareness, discipline, and empathy. Managing my health requires vigilance, planning, and self-advocacy—skills that have quietly shaped me into a stronger student, professional, and community member. Living with a chronic condition has also deepened my understanding of disability as a lived experience rather than a label. There are days when my body demands more attention than the task at hand, when fluctuations in blood sugar affect my focus, stamina, or emotional regulation. Navigating these moments has required self-knowledge and flexibility, especially in academic and professional settings that often assume everyone functions the same way. Through this process, I have come to recognize and honor my neurodiverse experiences—how my brain processes information, stress, and sensory input differently, particularly under pressure. As a neurodivergent individual with a disability experience, I have learned to build systems that support my success: structured routines, clear goals, reflective practices, and intentional rest. I have also learned the importance of asking for what I need without shame. Self-advocacy is an act of resilience. It is also an act of leadership. Each time I speak up—for accommodations, for clarity, or for understanding—I challenge environments to become more inclusive, not only for me but for others who may not yet have the language or confidence to do so. These experiences have profoundly shaped my purpose. I do not see disability as a deficit; I see it as a source of insight. Living at the intersection of chronic illness, neurodiversity, and education has allowed me to recognize how systems often overlook or underserve individuals who do not fit narrow definitions of “typical.” Too often, students and communities are expected to adapt to rigid structures rather than being met with responsive, human-centered support. I know firsthand how transformative it is when someone truly understands your experience and believes in your capacity. My education is the tool I plan to use to turn lived experience into action. Through my academic training and professional growth, I aim to support underserved communities—particularly individuals with disabilities, multilingual learners, and those navigating systemic inequities in education and healthcare. I want to design and advocate for practices that are accessible, evidence-based, and affirming. Whether through teaching, research, curriculum development, or community outreach, my goal is to ensure that people are not reduced to data points or diagnoses, but seen as whole individuals with strengths, potential, and voice. Living fearlessly with diabetes means I no longer wait for “perfect health” or “ideal conditions” to pursue my goals. I move forward with intention, adaptability, and compassion—for myself and for others. My disability experience has not narrowed my path; it has clarified it. It has taught me that resilience grows when we are supported, that equity requires listening, and that meaningful change begins with those who understand what it means to navigate the world differently. I carry these lessons with me as both a responsibility and a promise: to use my education not only to succeed personally, but to expand access, understanding, and opportunity for communities that have long been asked to survive without sufficient support. In doing so, I continue to live fearlessly—rooted in purpose, informed by experience, and committed to collective empowerment.

Throughout my career, I have been driven by a simple yet powerful belief — that every student has the ability to learn, to grow, and to discover their voice when given the right support, structure, and encouragement. My teaching philosophy is grounded in equity, evidence-based literacy instruction, and relationship-centered learning. I strive to create classrooms where all students, especially those with learning differences and multilingual learners, feel valued, capable, and confident in their potential. In my years as an educator, I have worked diligently to ensure that instruction reflects both the science of reading and the art of teaching — blending research-based practices with creativity, cultural awareness, and empathy. Whether leading literacy interventions, mentoring new teachers, or developing curriculum aligned to structured literacy principles, my goal has always been to bridge research and practice in ways that directly impact student achievement. My most meaningful accomplishments have come not from accolades, but from moments of transformation — watching a struggling reader find their rhythm, seeing a student who once doubted themselves light up with pride after mastering a new skill, or collaborating with colleagues to create a program that helps all learners succeed. These are the experiences that have shaped my professional journey and reinforced my belief that education is not just about teaching content — it is about building confidence, character, and lifelong curiosity. It is a reflection of the students who inspire me daily, the colleagues who challenge and support me, and the communities that entrust us with their children’s dreams. I am truly honored to be in this field and remain committed to advancing the values of excellence, equity, and empathy throughout my career. To be considered for such a meaningful recognition among so many dedicated educators is an incredible honor. This scholarship not only acknowledges my professional advancement but also affirms the shared values of commitment, compassion, and lifelong learning that guide my work every day. My mission as a special education teacher is to cultivate this sense of presence every day through structured, explicit instruction and through deeply human connection. I work to provide learning experiences that are achievable yet challenging, ensuring that each success—big or small—builds a foundation of confidence. Equally important, I establish a classroom environment where students feel emotionally safe. Many children with disabilities have experienced years of frustration, embarrassment, and academic struggle. I strive to counter those experiences by celebrating growth, honoring effort, and helping students view mistakes as stepping stones rather than failures. My role is not only to teach reading, writing, or academic skills but to help students build identity—an identity grounded in resilience, capability, and self-worth.

I am passionate about the special education profession because it allows me to transform the lives of students who are often overlooked, underestimated, or misunderstood. Working with students with disabilities has shown me that every child holds remarkable potential, even when their strengths are not immediately visible. Teaching becomes far more than instruction—it becomes advocacy, empowerment, and the belief that every learner deserves to be seen, valued, and understood. Through this work, I have learned that “the purpose of teaching is to bring the student to his or her sense of his or her own presence.” To me, this means that the true goal of education is to help students recognize their own abilities, their value, their voice, and their place in the world. A sense of presence is a student’s awareness that they matter—that they are capable thinkers, readers, writers, and problem-solvers. It is the moment a child realizes, “I can do this. I belong here. My learning, my ideas, and my growth are important.” For many of my students, especially those who struggle academically or socially, this sense of presence is not naturally built. It must be nurtured through patience, intentional instruction, and unconditional belief. My mission as a special education teacher is to cultivate this sense of presence every day through structured, explicit instruction and through deeply human connection. I work to provide learning experiences that are achievable yet challenging, ensuring that each success—big or small—builds a foundation of confidence. I implement evidence-based practices such as the Science of Reading and The Writing Revolution to ensure that students not only gain skills but also understand how they learn. When students begin to articulate their thinking, develop independence, and apply strategies on their own, they begin to see themselves as competent learners. Equally important, I establish a classroom environment where students feel emotionally safe. Many children with disabilities have experienced years of frustration, embarrassment, and academic struggle. I strive to counter those experiences by celebrating growth, honoring effort, and helping students view mistakes as stepping stones rather than failures. My role is not only to teach reading, writing, or academic skills but to help students build identity—an identity grounded in resilience, capability, and self-worth. Yukie carried with her a magical toolkit filled with structured literacy spells, compassion charms, and the powerful Lens of Possibility. Each day, she used these tools to help students discover the light hidden inside them. She taught them to decode words, express their thoughts, and celebrate their progress. Slowly, the room began to glow—not from magic, but from students who finally recognized their own brilliance. Once upon a time in a bustling city school, there lived a teacher named Yukie, known throughout the land for her ability to see strengths where others saw shortcomings. In her classroom, some students struggled to read, some wrestled with writing, and others felt invisible in a world that moved too quickly. By the end of the school year, her students no longer walked with their heads down. They stood tall, confident, and full of presence. Yukie smiled, knowing her mission had been fulfilled: she had helped them see the heroes within themselves.

My name is Yukie Trevathan, and I am an educator and certified School Building Leader dedicated to advancing literacy and inclusion across New York City schools. From the earliest days of my work in education, I have held a deep conviction that all children—regardless of background, circumstance, or zip code—deserve access to the highest-quality literacy instruction. Over the years, I have witnessed far too many underprivileged students struggle with reading comprehension and foundational reading skills simply because they lack consistent support, targeted intervention, and equitable resources in their schools. These students do not lack potential—they lack opportunity. I hold a Master of Science in Adolescent Education from Mercy College and a Master of Science in School Building Leadership from Brooklyn College, where I also earned an Advanced Certificate in the Science of Reading. My academic journey began at Hunter College (CUNY), where I earned a Bachelor of Arts in History. I maintain multiple New York State professional certifications, including School Building Leadership; Childhood Education (Grades 1–6); English Language Arts (Special Class SOCE); Generalist in Middle Childhood (Grades 5–9); and Students with Disabilities (Grades 1–6, 5–9, and 7–12). These credentials reflect my commitment to improving student outcomes through evidence-based instruction, data-informed practices, and equitable access to high-quality education. I am deeply passionate about literacy development. Throughout my career, I have integrated the Science of Reading and The Writing Revolution frameworks into my instructional practice to empower students with diverse learning needs. My work centers on fostering collaboration, critical thinking, and language-rich classrooms where every student has the opportunity to excel. My dream is to open a Reading Intervention Center for underprivileged students who struggle with reading comprehension and foundational literacy skills. Far too many children lack access to structured, high-quality intervention that can change the course of their academic lives. I want to create a supportive, research-based environment where students can receive targeted instruction, individualized support, and the confidence to see themselves as capable, successful readers. This mission is at the heart of my work. I believe all children deserve the chance to thrive academically, and opening a Reading Intervention Center would allow me to expand access to effective literacy instruction for the students who need it most. I believe that creating a Reading Intervention Center would transform not only individual students but also the broader community. It would offer hope, opportunity, and access to high-quality literacy instruction for those who have been historically underserved. My goal is to build a place where students can thrive, grow, and finally see themselves as capable readers and lifelong learners. This mission is deeply personal to me, and it guides every step of my professional journey. I am committed to making this vision a reality and expanding opportunities for the students who need them most. Sincerely, Yukie Trevathan