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