Any teacher can stand in front of a board and explain math formulas or the theme of a book. But the best teachers are the ones who recognize each student’s individual challenges and potential. These teachers then adapt their teaching to meet the needs of each individual student. In doing so they help them learn how to mitigate these challenges, as well as visualize and realize their potential. I believe this is the essence of the Dr. Harold Bloom quote. My personal experience and educational journey have given me firsthand experience of the impact teachers can have on their students. In fourth grade I was diagnosed with ADHD. This diagnosis had a significant and positive impact on me. I am incredibly fortunate to have had amazing teachers who saw my potential, despite my challenges with my ADHD. They treated me as an individual, invested their time and modified their approach to meet my needs. With their help, I developed a skill set that enabled me to thrive. In particular, I learned to proactively seek out favorable study environments and become an impactful advocate for myself in a way that ensured I set myself up for success. When I was struggling with organization, I was proactive in seeking out support. My evolving and improving tool kit included use of a planner, a system to organize papers so that they did not get lost, the color coding of studying materials to highlight important topics, creating routines, setting realistic goals, avoiding procrastination by doing assignments in smaller chunks, and wearing noise blocking earbuds. Through persistence and practice, and with the help of these awesome teachers, I achieved continuous improvement. The outcome was that my high school GPA improved every year, and I just completed my first semester at college as an honors student with a 3.8 GPA. None of this would have been achieved without the help and dedication of my teachers. I am incredibly fortunate that they saw my potential, despite my challenges with my ADHD, and were so invested in helping me realize this. Before the start of fifth grade, I had little understanding of what it meant when someone was neurodivergent or on the spectrum. That type of thing was simply not taught in school. I did not even realize that my school had a Special Education classroom. One day my friend told me she was going to eat with the Special Education students. Not wanting to be left alone and being naturally curious, I accompanied her. While I went in to eat lunch with a friend, I left with so much more. Again, I saw the impact that a teacher can have when they are invested in the individual. Observing teachers meeting the students’ needs at all different levels, working tirelessly to help each student reach their next milestone and overcome challenges in a world often not made for them inspired a desire to go back and start volunteering. I found it unbelievably rewarding to help teach life and social skills, for example folding laundry, utilizing an iPad for communication, and helping students participate in activities with the rest of the class. Some of my favorite moments were simply watching Elmo and doing puzzles with the students. The perseverance and positivity of both the teachers and students motivated me to be the best version of myself. Without realizing it, they helped me discover my passion for Special Education and empowered me with the inspiration and confidence to pursue this passion. I have now been volunteering for the last eight years. As a high school senior, I was the Co-President of Foxborough High School’s Best Buddies, where I dedicated my time within the school and community making matches between neurotypical students with neurodivergent students to create meaningful friendships that promoted inclusion. Weekly, I helped coordinate Best Buddies luncheons, bringing neurodivergent and neurotypical students together in an environment where they could learn from each other. Together with my fellow Best Buddies, I planned and organized school events, for example a collaborative field trip to help our buddies shop for the holidays, and a school dance which was attended by neurodivergent students from Foxborough High School and three other neighboring school districts. In June, at the Foxborough High School’s Awards Night, I was honored to receive the 2024 Best Buddies Massachusetts Certification of Community Excellence. I have also volunteered to help students at the Special Olympics and at Unified Basketball games, assisting students with disabilities to participate in team-based sports. My high school studies included three years of American Sign Language and Warrior Teammate (Physical Education), partnering with students from the Special Education classroom to work on sport/activity-based life skills, and general motor skills. Last school year, I completed both a 12th-grade elective and senior project assisting a Special Education teacher in an Elementary School classroom. I hold two jobs where I enjoy working with neurodivergent individuals. For the last three summers I have worked as an assistant teacher in Foxborough’s Extended School Year Special Education program where I teach life and social skills, for example teaching students how to stock shelfs so that they can hold jobs, fold laundry so that they can be slightly more independent, utilize a voice output device for communication, and helping individuals participate in activities with the rest of the class to build social skills. In my first year, I worked with a young lady who used a voice output device to communicate. She had been in the school system for years and rarely said a single word, never mind a full sentence. Each day when I went home, I used my computer to create activities designed to help her to make letter sounds. By the time the summer program ended five weeks later, she was successfully talking in complete sentences. I am also employed as an Integration Co-Instructor at the Foxboro YMCA, teaching classes designed for neurodivergent individuals and also supporting neurodivergent individuals in mainstream classes. In these classes I help students develop their social skills, safety awareness, fine and gross motor skills, all while having fun. I get truly excited to celebrate the highs and provide comfort during the lows, no matter how big or small. On my last performance evaluation, my supervisor complemented me for having “such a vast understanding and knowledge of how to meet the children’s needs – it is impressive.” I graduated from Foxborough High School in June and, in September, began studying for my Special Education Teaching degree at Bridgewater State University, in the honors program. I selected Bridgewater so that I could complete a concentration in Special Education for children with severe disabilities, and also so that I would be close enough to Foxborough to continue supporting and working with the town’s neurodivergent students. In my first semester I have joined the university’s Best Buddies and become the Vice President of the university’s American Sign Language Club, where I promote inclusion for the Deaf and Hard of Hearing community across campus. I was humbled to receive the 2024 Foxboro Commission on Disability’s Above & Beyond Individual of the Year Award, as well as citations from the State Senate and State House of Representatives for “Exceptional Volunteering Efforts with Various Disability Programs”. I am so fortunate that my activities at school and my jobs have brought me into contact with many amazing neurodivergent individuals. For the past eight years I have loved helping these students at school and work grow, but what I did not notice was how much I was growing at the same time. I started middle school as a shy fifth grader who did not understand what autism was and did not know that her school had a Special Education classroom. Now I am a college freshman who confidently leads classes and modifies activities for children with a variety of neurodivergence. Whatever I have been able to give, I have gained so much more in return. I am passionate about promoting and enhancing an inclusive environment. Neurodivergent students often become overlooked or viewed with stigma within school systems. While there are many factors contributing to this, a major one is the complete separation of neurodivergent students from the main student body. This causes them to be viewed as members of a group rather than actual students. It reinforces the idea that there is something wrong with them because they need to be separated. A lack of knowledge creates more stigma which creates further separation, and the cycle goes on. I am an advocate for Inclusive Education. This is the type of education model that allows both neurodivergent and neurotypical students to learn from each other. Earning a degree in Special Education teaching will enable me to have a greater impact promoting an inclusive environment in my community. As a future teacher I hope to help my future students find their passion in life similarly to how I found my passion for helping others. I will help students take initiative in their learning, and form self-awareness. I can do this by making sure each students are taught as an individual. This is important in any educational setting but especially in Special Education. Each student enters the class with their own unique knowledge and needs. In order to effectively teach and improve their quality of life one must modify and adapt the curriculum and lessons to help meet these individual needs. When preparing lessons, I will consider each student’s prior knowledge of the topic and goals. Then when it comes to teaching the material, I will be flexible even when students are learning in a group. Being able to connect with each student and adapt lessons so that they meet each student’s knowledge means that each of my students will be able to learn in a way that works for them and therefore find passion and purpose in their education. Being an empathic person, I have always found a reason to root for the underdog and cheer for those who seem different in the eyes of society. Earning a degree in Special Education teaching means that I will get to do this. Helping others and being my authentic self is exactly how I want to spend the rest of my life. It is incredibly exciting to think that one day I will get to be the teacher who I have looked up to for years; the one who works hard to help my future students reach each milestone, and hopefully I will be doing what those teachers did for me, and I will be inspiring future generations to volunteer and become special educators.

For me, success is achieving meaningful, lasting impacts in fostering and developing a more inclusive environment for individuals with Special Needs. Before fifth grade, I had little understanding of what it meant when someone was neurodivergent or on the spectrum. One day my friend told me she was going to eat lunch with the Special Education students. While I went in to eat lunch with a friend, I left with so much more. Observing teachers meeting the students’ needs at all different levels, working tirelessly to help each student reach their next milestone and overcome challenges in a world often not made for them inspired a desire to return and start volunteering. I found it unbelievably rewarding to help teach life and social skills, for example folding laundry, utilizing an iPad for communication, and helping students participate in activities with the rest of the class. The perseverance and positivity of both the teachers and students motivated me to be the best version of myself. I have now been volunteering for eight years. At high school, I was the Co-President of Best Buddies, where I helped coordinate weekly luncheons and events, bringing neurodivergent and neurotypical students together in an environment where they could learn from each other. I also volunteered at Unified Basketball games, the Special Olympics and as the Assistant Director for the Ahern Drama Club. Now as a college freshman, I am the Vice President of the university’s American Sign Language Club and a member of the Best Buddies Club. As an assistant teacher in my town’s Extended School Year Special Education program, I help develop life and social skills, for example teaching students how to stock shelves so that they can hold jobs. A highlight has been supporting a young lady who used a voice output device for communication to successfully learn to talk in complete sentences. I am also a YMCA Integration Co-Instructor, teaching classes designed for neurodivergent individuals, and also supporting neurodivergent individuals in mainstream classes. I help students develop their social skills, safety awareness, fine and gross motor skills, all while having fun. I get truly excited to celebrate the highs and provide comfort during the lows, no matter how big or small. I am so fortunate that my activities at school and my jobs have brought me into contact with many amazing neurodivergent individuals. I have loved helping these students grow, but did not notice how much I was growing at the same time. I started middle school as a shy, sheltered fifth grader. Now I am a college freshman who confidently leads classes and modifies activities for children with a variety of neurodivergence. Whatever I have been able to give, I have gained so much more in return. In the last year it has been humbling to receive the Best Buddies Massachusetts Certification of Community Excellence, the Foxboro Commission on Disability’s Above & Beyond Individual of the Year Award, and citations from the state legislature for “Exceptional Volunteering Efforts with Various Disability Programs,” all for doing something that I truly love. I am passionate about promoting and enhancing an inclusive environment. Neurodivergent students often become overlooked or viewed with stigma within school systems. While there are many factors contributing to this, a major one is the complete separation of neurodivergent students from the main student body. This causes them to be viewed as members of a group rather than actual students. It reinforces the idea that there is something wrong with them because they need to be separated. A lack of knowledge creates more stigma which creates further separation, and the cycle goes on. I am an advocate for Inclusive Education. This is the type of education model that allows both neurodivergent and neurotypical students to learn from each other. Earning a degree in Special Education teaching will enable me to have a greater impact promoting an inclusive environment in my community. Helping others and being my authentic self is exactly how I want to spend the rest of my life. It is incredibly exciting to think that one day I will get to be the teacher who I have looked up to for years; the one who works hard to help my future students reach each milestone, and hopefully I will do what those teachers did for me, and I will inspire future generations to volunteer and become special educators.

Before fifth grade, I had little understanding of what it meant when someone was neurodivergent or on the spectrum. One day my friend told me she was going to eat lunch with the Special Education students. While I went in to eat lunch with a friend, I left with so much more. Observing teachers meeting the students’ needs at all different levels, working tirelessly to help each student reach their next milestone and overcome challenges in a world often not made for them inspired a desire to return and start volunteering. I found it unbelievably rewarding to help teach life and social skills, for example folding laundry, utilizing an iPad for communication, and helping students participate in activities with the rest of the class. The perseverance and positivity of both the teachers and students motivated me to be the best version of myself. I have now been volunteering for eight years. At high school, I was the Co-President of Best Buddies, where I helped coordinate weekly luncheons and events, bringing neurodivergent and neurotypical students together in an environment where they could learn from each other. I also volunteered at Unified Basketball games, the Special Olympics and as the Assistant Director for the Ahern Drama Club. Now as a college freshman, I am the Vice President of the university’s American Sign Language Club and a member of the Best Buddies Club. As an assistant teacher in my town’s Extended School Year Special Education program, I help develop life and social skills, for example teaching students how to stock shelves so that they can hold jobs. A highlight has been supporting a young lady who used a voice output device for communication to successfully learn to talk in complete sentences. I am also a YMCA Integration Co-Instructor, teaching classes designed for neurodivergent individuals, and also supporting neurodivergent individuals in mainstream classes. I help students develop their social skills, safety awareness, fine and gross motor skills, all while having fun. I get truly excited to celebrate the highs and provide comfort during the lows, no matter how big or small. I am so fortunate that my activities at school and my jobs have brought me into contact with many amazing neurodivergent individuals. I have loved helping these students grow, but did not notice how much I was growing at the same time. I started middle school as a shy, sheltered fifth grader. Now I am a college freshman who confidently leads classes and modifies activities for children with a variety of neurodivergence. Whatever I have been able to give, I have gained so much more in return. In the last year it has been humbling to receive the Best Buddies Massachusetts Certification of Community Excellence, the Foxboro Commission on Disability’s Above & Beyond Individual of the Year Award, and citations from the state legislature for “Exceptional Volunteering Efforts with Various Disability Programs,” all for doing something that I truly love. Neurodivergent students often become overlooked or viewed with stigma within school systems. Earning a degree in Special Education Teaching will enable me to have a greater impact promoting an inclusive environment in my community. Helping others and being my authentic self is exactly how I want to spend the rest of my life. It is incredibly exciting to think that one day I will get to be the teacher who I have looked up to for years; the one who works hard to help my future students reach each milestone, and hopefully I will do what those teachers did for me, and I will inspire future generations to volunteer and become special educators.

Before fifth grade, I had little understanding of what it meant when someone was neurodivergent or on the spectrum. One day my friend told me she was going to eat lunch with the Special Education students. While I went in to eat lunch with a friend, I left with so much more. Observing teachers meeting the students’ needs at all different levels, working tirelessly to help each student reach their next milestone and overcome challenges in a world often not made for them inspired a desire to return and start volunteering. I found it unbelievably rewarding to help teach life and social skills, for example folding laundry, utilizing an iPad for communication, and helping students participate in activities with the rest of the class. The perseverance and positivity of both the teachers and students motivated me to be the best version of myself. I have now been volunteering for eight years. At high school, I was the Co-President of Best Buddies, where I helped coordinate weekly luncheons and events, bringing neurodivergent and neurotypical students together in an environment where they could learn from each other. I also volunteered at Unified Basketball games, the Special Olympics and as an Assistant Director for the Ahern Drama Club. Now as a college freshman, I am the Vice President of the university’s American Sign Language Club and a member of the Best Buddies Club. I work as an assistant teacher in my town’s Extended School Year Special Education program developing life and social skills, for example teaching students how to stock shelfs so that they can hold jobs, fold laundry so that they can be slightly more independent, utilize a voice output device for communication, and helping individuals participate in activities with the rest of the class to build social skills. I am also a YMCA Integration Co-Instructor, teaching classes designed for neurodivergent individuals, and also supporting neurodivergent individuals in mainstream classes. I help students develop their social skills, safety awareness, fine and gross motor skills, all while having fun. I get truly excited to celebrate the highs and provide comfort during the lows, no matter how big or small. I am so fortunate that my activities at school and my jobs have brought me into contact with many amazing neurodivergent individuals. I have loved helping these students grow, but what I did not notice was how much I was growing at the same time. I started middle school as a shy, sheltered fifth grader. Now I am a college freshman who confidently leads classes and modifies activities for children with a variety of neurodivergence. Whatever I have been able to give, I have gained so much more in return. In the last year it has been humbling to receive the Best Buddies Massachusetts Certification of Community Excellence, the Foxboro Commission on Disability’s Above & Beyond Individual of the Year Award, and citations from the state legislature for “Exceptional Volunteering Efforts with Various Disability Programs,” all for doing something that I truly love. Earning a degree in Special Education Teaching will enable me to have a greater impact promoting an inclusive environment in my community. Helping others and being my authentic self is exactly how I want to spend the rest of my life. It is incredibly exciting to think that one day I will get to be the teacher who I have looked up to for years; the one who works hard to help my future students reach each milestone, and hopefully I will do what those teachers did for me, and I will inspire future generations to volunteer and become special educators.

Before fifth grade, I had little understanding of what it meant when someone was neurodivergent or on the spectrum. One day my friend told me she was going to eat lunch with the Special Education students. While I went in to eat lunch with a friend, I left with so much more. Observing teachers meeting the students’ needs at all different levels, working tirelessly to help each student reach their next milestone and overcome challenges in a world often not made for them inspired a desire to return and start volunteering. I found it unbelievably rewarding to help teach life and social skills, for example folding laundry, utilizing an iPad for communication, and helping students participate in activities with the rest of the class. The perseverance and positivity of both the teachers and students motivated me to be the best version of myself. I have now been volunteering for eight years. At high school, I was the Co-President of Best Buddies, where I helped coordinate weekly luncheons and events, bringing neurodivergent and neurotypical students together in an environment where they could learn from each other. I also volunteered at Unified Basketball games, the Special Olympics and as an Assistant Director for the Ahern Drama Club. Now as a college freshman, I am the Vice President of the university’s American Sign Language Club and a member of the Best Buddies Club. I work as an assistant teacher in my town’s Extended School Year Special Education program developing life and social skills, for example teaching students how to stock shelfs so that they can hold jobs, fold laundry so that they can be slightly more independent, utilize a voice output device for communication, and helping individuals participate in activities with the rest of the class to build social skills. I am also a YMCA Integration Co-Instructor, teaching classes designed for neurodivergent individuals, and also supporting neurodivergent individuals in mainstream classes. I help students develop their social skills, safety awareness, fine and gross motor skills, all while having fun. I get truly excited to celebrate the highs and provide comfort during the lows, no matter how big or small. I am so fortunate that my activities at school and my jobs have brought me into contact with many amazing neurodivergent individuals. I have loved helping these students grow, but what I did not notice was how much I was growing at the same time. I started middle school as a shy, sheltered fifth grader. Now I am a college freshman who confidently leads classes and modifies activities for children with a variety of neurodivergence. Whatever I have been able to give, I have gained so much more in return. In the last year it has been humbling to receive the Best Buddies Massachusetts Certification of Community Excellence, the Foxboro Commission on Disability’s Above & Beyond Individual of the Year Award, and citations from the state legislature for “Exceptional Volunteering Efforts with Various Disability Programs,” all for doing something that I truly love. Earning a degree in Special Education Teaching will enable me to have a greater impact promoting an inclusive environment in my community. Helping others and being my authentic self is exactly how I want to spend the rest of my life. It is incredibly exciting to think that one day I will get to be the teacher who I have looked up to for years; the one who works hard to help my future students reach each milestone, and hopefully I will do what those teachers did for me, and I will inspire future generations to volunteer and become special educators.

Before fifth grade I had little understanding of what it meant when someone was neurodivergent or on the spectrum. That type of thing was simply not taught in school. One day I accompanied a friend to eat lunch with the Special Education students. While I went to eat lunch with a friend, I left with so much more. Observing teachers meeting the students’ needs at all different levels, working tirelessly to help each student reach their next milestone and overcome challenges in a world often not made for them was so inspiring. This stimulated a desire to go back and start volunteering. Helping to teach life and social skills, for example folding laundry, utilizing an iPad for communication, and helping individuals participate in activities with the rest of the class was incredibly rewarding. The perseverance and positivity of the teachers and students inspired me to be the best version of myself. I have been volunteering for the last eight years. As a high school senior, I was the Co-President of Foxborough High School’s Best Buddies, where I dedicated my time to making matches between neurotypical students with neurodivergent students to create meaningful friendships that promote inclusion. I also volunteered to help students at Unified Basketball games and the Special Olympics. As an Integration Co-Instructor at the YMCA, I teach classes designed for neurodivergent individuals and also support neurodivergent individuals in mainstream classes. It is so fulfilling to help the students develop their social skills, safety awareness, fine and gross motor skills, all while having fun. In the summers, I am an assistant teacher in Foxborough’s Extended School Year Special Education program where I help teach academic and life skills. I was recently complemented by the program’s lead teacher for my work with a young lady who had been in the school system for years and used a voice output device to communicate. She rarely said a single word, never mind a full sentence. Each day when I went home, I created activities designed to help her make letter sounds. Five weeks later she was successfully talking in complete sentences. I have always found a reason to root for the underdog and cheer for those who seem different in the eyes of society. Neurodivergent students often become overlooked or viewed with stigma within school systems. I am passionate about Inclusive Education, where both neurodivergent and neurotypical students learn from each other. Earning a degree in Special Education teaching will enable me to have a greater impact promoting an inclusive environment in my community. Helping others and being my authentic self is exactly how I wish to spend the rest of my life. It is incredibly exciting to think that one day I will get to be the teacher who I have looked up to for years; the one who works hard to help my future students reach each milestone, and hopefully I will do what those teachers did for me and inspire future generations to volunteer and become special educators.

Before fifth grade I had little understanding of what it meant when someone was neurodivergent or on the spectrum. That type of thing was simply not taught in school. One day I accompanied a friend to eat lunch with the Special Education students. While I went to eat lunch with a friend, I left with so much more. Observing teachers meeting the students’ needs at all different levels, working tirelessly to help each student reach their next milestone and overcome challenges in a world often not made for them was so inspiring. This stimulated a desire to go back and start volunteering. Helping to teach life and social skills, for example folding laundry, utilizing an iPad for communication, and helping individuals participate in activities with the rest of the class was incredibly rewarding. The perseverance and positivity of the teachers and students inspired me to be the best version of myself. I have been volunteering for the last eight years. As a high school senior, I was the Co-President of Foxborough High School’s Best Buddies, where I dedicated my time to making matches between neurotypical students with neurodivergent students to create meaningful friendships that promote inclusion. I also volunteered to help students at Unified Basketball games and the Special Olympics. As an Integration Co-Instructor at the YMCA, I teach classes designed for neurodivergent individuals and also support neurodivergent individuals in mainstream classes. It is so fulfilling to help the students develop their social skills, safety awareness, fine and gross motor skills, all while having fun. In the summers, I am an assistant teacher in Foxborough’s Extended School Year Special Education program where I help teach academic and life skills. I was recently complemented by the program’s lead teacher for my work with a young lady who had been in the school system for years and used a voice output device to communicate. She rarely said a single word, never mind a full sentence. Each day when I went home, I created activities designed to help her make letter sounds. Five weeks later she was successfully talking in complete sentences. I have always found a reason to root for the underdog and cheer for those who seem different in the eyes of society. Neurodivergent students often become overlooked or viewed with stigma within school systems. I am passionate about Inclusive Education, where both neurodivergent and neurotypical students learn from each other. Earning a degree in Special Education teaching will enable me to have a greater impact promoting an inclusive environment in my community. Helping others and being my authentic self is exactly how I wish to spend the rest of my life. It is incredibly exciting to think that one day I will get to be the teacher who I have looked up to for years; the one who works hard to help my future students reach each milestone, and hopefully I will do what those teachers did for me and inspire future generations to volunteer and become special educators.

Before fifth grade I had little understanding of what it meant when someone was neurodivergent or on the spectrum. That type of thing was simply not taught in school. One day I accompanied a friend to eat lunch with the Special Education students. While I went to eat lunch with a friend, I left with so much more. Observing teachers meeting the students’ needs at all different levels, working tirelessly to help each student reach their next milestone and overcome challenges in a world often not made for them was so inspiring. These feelings of inspiration and admiration stimulated a desire to go back and start volunteering. Helping to teach life and social skills, for example folding laundry, utilizing an iPad for communication, and helping individuals participate in activities with the rest of the class was incredibly rewarding. The perseverance and positivity of both the teachers and students has inspired me to be the best version of myself. I have been volunteering for the last eight years. As a high school senior, I was the Co-President of Foxborough High School’s Best Buddies, where I dedicated my time within the school and community making matches between neurotypical students with neurodivergent students to create meaningful friendships that promote inclusion. I also volunteered to help students at Unified Basketball games, the Special Olympics and as an Assistant Director for the Ahern Drama Club. I hold two jobs where I enjoy working with neurodivergent individuals. As an Integration Co-Instructor at the YMCA, I teach classes designed for neurodivergent individuals and also support neurodivergent individuals in mainstream classes. It is so fulfilling to help the students develop their social skills, safety awareness, fine and gross motor skills, all while having fun. I get truly excited to celebrate the highs and provide comfort during the lows. In the summers, I work as an assistant teacher in Foxborough’s Extended School Year Special Education program where I help teach academic and life skills. I was recently complemented by the lead teacher for the program: I had worked with a young lady who used a voice output device to communicate. She had been in the school system for years and rarely said a single word, never mind a full sentence. Each day when I went home, I used my computer to create activities designed to help her to make letter sounds. By the time the summer program ended five weeks later, I successfully had her talking in complete sentences. Neurodivergent students often become overlooked or viewed with stigma within school systems. I am passionate about promoting and enhancing Inclusive Education, where both neurodivergent and neurotypical students learn from each other. Earning a degree in Special Education teaching will enable me to have a greater impact promoting an inclusive environment in my community. Being an empathic person, I have always found a reason to root for the underdog and cheer for those who seem different in the eyes of society. Earning a degree in Special Education teaching means that I will get to do this. Helping others and being my authentic self is exactly how I want to spend the rest of my life. It is incredibly exciting to think that one day I will get to be the teacher who I have looked up to for years; the one who works hard to help my future students reach each milestone, and hopefully I will do what those teachers did for me, and I will inspire future generations to volunteer and become special educators.

Before fifth grade I had little understanding of what it meant when someone was neurodivergent or on the spectrum. I did not even realize that my school had a Special Education classroom. One day I accompanied a friend to eat lunch with the Special Education students. While I went to eat lunch with a friend, I left with so much more. Observing teachers meeting the students’ needs at all different levels, working tirelessly to help each student reach their next milestone and overcome challenges in a world often not made for them was so inspiring. These feelings of inspiration and admiration stimulated a desire to go back and start volunteering. Helping to teach life and social skills, for example folding laundry, utilizing an iPad for communication, and helping individuals participate in activities with the rest of the class was incredibly rewarding. The perseverance and positivity of both the teachers and students has inspired me to be the best version of myself. I have been volunteering for the last eight years. As a high school senior, I was the Co-President of Foxborough High School’s Best Buddies, where I dedicated my time within the school and community making matches between neurotypical students with neurodivergent students to create meaningful friendships that promote inclusion. I also volunteered to help students at Unified Basketball games, the Special Olympics and as an Assistant Director for the Ahern Drama Club. I hold two jobs where I enjoy working with neurodivergent individuals. As an Integration Co-Instructor at the Foxboro YMCA, I teach classes designed for neurodivergent individuals and also support neurodivergent individuals in mainstream classes. It is so fulfilling to help the students develop their social skills, safety awareness, fine and gross motor skills, all while having fun. I get truly excited to celebrate the highs and provide comfort during the lows, no matter how big or small. It is extremely gratifying and motivating when a parent tells me I am the only person who has ever been able to get their child to participate in a certain activity or demonstrate a skill. In the summers, I work as an assistant teacher in Foxborough’s Extended School Year Special Education program where I help teach academic and life skills. I was recently complemented by the lead teacher for the program: I had worked with a young lady who used a voice output device to communicate. She had been in the school system for years and rarely said a single word, never mind a full sentence. Each day when I went home, I used my computer to create activities designed to help her to make letter sounds. By the time the summer program ended five weeks later, I successfully had her talking in complete sentences. I am fortunate that my activities at school and my jobs have brought me into contact with many amazing neurodivergent individuals. For the past eight years I have loved observing and helping these students at school and work grow, but what I did not notice was how much I was growing at the same time. I started middle school as a shy fifth grader who did not understand what autism was and did not know that her school had a Special Education classroom, and now confidently leads classes, including modifying activities for children with a variety of neurodivergence. Whatever I have been able to give, I have gained so much more in return. I am passionate about promoting and enhancing an inclusive environment. Neurodivergent students often become overlooked or viewed with stigma within school systems. While there are many factors contributing to this, a major one is the complete separation of neurodivergent students from the main student body. This causes them to be viewed as members of a group rather than actual students. It reinforces the idea that there is something wrong with them because they need to be separated. A lack of knowledge creates more stigma which creates further separation, and the cycle goes on. I am an advocate for Inclusive Education. This is the type of education model that allows both neurodivergent and neurotypical students to learn from each other. Earning a degree in Special Education teaching will enable me to have a greater impact promoting an inclusive environment in my community. This scholarship will help me pursue my dream of becoming a Special Education teacher. Being an empathic person, I have always found a reason to root for the underdog and cheer for those who seem different in the eyes of society. Helping others and being my authentic self is exactly how I want to spend the rest of my life. Pursuing higher education and earning a degree in Special Education teaching means that I will get to do this. It is incredibly exciting to think that one day I will get to be the teacher who I have looked up to for years; the one who works hard to help my future students reach each milestone, and hopefully I will do what those teachers did for me, and I will inspire future generations to volunteer and become special educators.

Before fifth grade I had little understanding of what it meant when someone was neurodivergent or on the spectrum. I did not even realize that my school had a Special Education classroom. One day I accompanied a friend to eat lunch with the Special Education students. While I went to eat lunch with a friend, I left with so much more. Observing teachers meeting the students’ needs at all different levels, working tirelessly to help each student reach their next milestone and overcome challenges in a world often not made for them was so inspiring. These feelings of inspiration and admiration stimulated a desire to go back and start volunteering. Helping to teach life and social skills, for example folding laundry, utilizing an iPad for communication, and helping individuals participate in activities with the rest of the class was incredibly rewarding. The perseverance and positivity of both the teachers and students has inspired me to be the best version of myself. I have been volunteering for the last eight years. As a high school senior, I was the Co-President of Foxborough High School’s Best Buddies, where I dedicated my time within the school and community making matches between neurotypical students with neurodivergent students to create meaningful friendships that promote inclusion. I also volunteered to help students at Unified Basketball games, the Special Olympics and as an Assistant Director for the Ahern Drama Club. I hold two jobs where I enjoy working with neurodivergent individuals. As an Integration Co-Instructor at the Foxboro YMCA, I teach classes designed for neurodivergent individuals and also support neurodivergent individuals in mainstream classes. It is so fulfilling to help the students develop their social skills, safety awareness, fine and gross motor skills, all while having fun. I get truly excited to celebrate the highs and provide comfort during the lows. In the summers, I work as an assistant teacher in Foxborough’s Extended School Year Special Education program where I help teach academic and life skills. I was recently complemented by the lead teacher for the program: I had worked with a young lady who used a voice output device to communicate. She had been in the school system for years and rarely said a single word, never mind a full sentence. Each day when I went home, I used my computer to create activities designed to help her to make letter sounds. By the time the summer program ended five weeks later, I successfully had her talking in complete sentences. Being an empathic person, I have always found a reason to root for the underdog and cheer for those who seem different in the eyes of society. Helping others and being my authentic self is exactly how I want to spend the rest of my life. Earning a degree in Special Education teaching means that I will get to do this. It is incredibly exciting to think that one day I will get to be the teacher who I have looked up to for years; the one who works hard to help my future students reach each milestone, and hopefully I will do what those teachers did for me, and I will inspire future generations to volunteer and become special educators.

Before fifth grade I had little understanding of what it meant when someone was neurodivergent or on the spectrum. I did not even realize that my school had a Special Education classroom. One day I accompanied a friend to eat lunch with the Special Education students. While I went to eat lunch with a friend, I left with so much more. Observing teachers meeting the students’ needs at all different levels, working tirelessly to help each student reach their next milestone and overcome challenges in a world often not made for them was so inspiring. These feelings of inspiration and admiration stimulated a desire to go back and start volunteering. Helping to teach life and social skills, and helping individuals participate in activities with the rest of the class was incredibly rewarding. The perseverance and positivity of both the teachers and students has inspired me to be the best version of myself. I have been volunteering for the last eight years. As a high school senior, I was the Co-President of Foxborough High School’s Best Buddies, where I dedicated my time within the school and community making matches between neurotypical students with neurodivergent students to create meaningful friendships that promote inclusion. I also volunteered to help students at Unified Basketball games, the Special Olympics and as an Assistant Director for the Ahern Drama Club. I hold two jobs where I enjoy working with neurodivergent individuals. As an Integration Co-Instructor at the Foxborough YMCA, I teach classes designed for neurodivergent individuals and also support neurodivergent individuals in mainstream classes. I get truly excited to celebrate the highs and provide comfort during the lows. In the summers, I work as an assistant teacher in Foxborough’s Extended School Year Special Education program, helping teach academic and life skills. I was recently complemented by the lead teacher for the program: I had worked with a young lady who used a voice output device to communicate. She had been in the school system for years and rarely said a single word, never mind a full sentence. Each day when I went home, I used my computer to create activities designed to help her to make letter sounds. By the time the summer program ended, I successfully had her talking in complete sentences. Being an empathic person, I have always found a reason to root for the underdog and cheer for those who seem different in the eyes of society. Helping others and being my authentic self is exactly how I want to spend the rest of my life. Earning a degree in Special Education teaching means that I will get to do this. It is incredibly exciting to think that one day I will get to be the teacher who I have looked up to for years; the one who works hard to help my future students reach each milestone, and hopefully I will do what those teachers did for me, and I will inspire future generations to volunteer and become special educators.

Before fifth grade I had little understanding of what it meant when someone was neurodivergent or on the spectrum. I did not even realize that my school had a Special Education classroom. One day I accompanied a friend to eat lunch with the Special Education students. While I went to eat lunch with a friend, I left with so much more. Observing teachers meeting the students’ needs at all different levels, working tirelessly to help each student reach their next milestone and overcome challenges in a world often not made for them was so inspiring. These feelings of inspiration and admiration stimulated a desire to go back and start volunteering. Helping to teach life and social skills, for example folding laundry, utilizing an iPad for communication, and helping individuals participate in activities with the rest of the class was incredibly rewarding. The perseverance and positivity of both the teachers and students has inspired me to be the best version of myself. I have been volunteering for the last eight years. As a high school senior, I was the Co-President of Foxborough High School’s Best Buddies, where I dedicated my time within the school and community making matches between neurotypical students with neurodivergent students to create meaningful friendships that promote inclusion. I also volunteered to help students at Unified Basketball games, the Special Olympics and as an Assistant Director for the Ahern Drama Club. I hold two jobs where I enjoy working with neurodivergent individuals. As an Integration Co-Instructor at the Foxboro YMCA, I teach classes designed for neurodivergent individuals and also support neurodivergent individuals in mainstream classes. It is so fulfilling to help the students develop their social skills, safety awareness, fine and gross motor skills, all while having fun. I get truly excited to celebrate the highs and provide comfort during the lows. In the summers, I work as an assistant teacher in Foxborough’s Extended School Year Special Education program where I help teach academic and life skills. I was recently complemented by the lead teacher for the program: I had worked with a young lady who used a voice output device to communicate. She had been in the school system for years and rarely said a single word, never mind a full sentence. Each day when I went home, I used my computer to create activities designed to help her to make letter sounds. By the time the summer program ended five weeks later, I successfully had her talking in complete sentences. I have grown and learned so much from teachers like Dave Griffin. I started middle school as a shy fifth grader and now confidently lead classes, including modifying activities for children with a variety of neurodivergence. Whatever I have been able to give, I have gained so much more in return. This scholarship will help me pursue my dream of becoming a Special Education teacher. Being an empathic person, I have always found a reason to root for the underdog and cheer for those who seem different in the eyes of society. Helping others and being my authentic self is exactly how I want to spend the rest of my life. Earning a degree in Special Education teaching means that I will get to do this. It is incredibly exciting to think that one day I will get to be the teacher who I have looked up to for years; the one who works hard to help my future students reach each milestone, and hopefully I will do what those teachers did for me, and I will inspire future generations to volunteer and become special educators.

In fourth grade I was diagnosed with ADHD. For me this diagnosis had a significant and positive impact. Along with increased awareness, I developed a deep determination not to be defined by or held back by these challenges. With the help of some amazing teachers, I developed a skill set that enabled me to thrive. I learned to proactively seek out favorable study environments and become an impactful advocate for myself in a way that ensured I set myself up for success. The outcome has been that my High School GPA has improved every year and is now above a 4. Awareness of my own challenges has contributed to my empathetic and universally inclusive personality. This led me to start volunteering with Special Education students. Observing teachers meeting the students’ needs at all different levels, working tirelessly to help each student reach their next milestone and overcome challenges in a world often not made for them is so inspiring. Witnessing the perseverance and positivity of the students motivates me to be the best version of myself. Personally, helping teach life and social skills is incredibly rewarding. Words cannot do justice to how meaningful and impactful these relationships have been for me. Eight years later I am the Co-President of my high school’s Best Buddies. I also hold two jobs where I enjoy working with neurodivergent individuals. For the last two summers I have worked as an assistant teacher in the Town of Foxborough’s Extended School Year Special Education program, helping teach academic and life skills in the classroom and at job settings. I am also employed as an Integration Co-Instructor at the Foxboro YMCA, where I teach classes designed for neurodivergent individuals and also support neurodivergent individuals in mainstream classes. In these classes it is so fulfilling to help the students develop their social skills, safety awareness, fine and gross motor skills, all while having fun. I get truly excited to celebrate the highs and provide comfort during the lows, no matter how big or small. It is extremely gratifying and motivating when a parent tells me I am the only person who has ever been able to get their child to participate in a certain activity or demonstrate a skill. For the past eight years I have loved observing and helping these students at school and work grow, but what I did not notice was how much I was growing at the same time. I started middle school as a shy fifth grader and I am now a senior who confidently leads classes and activities for children with a variety of neurodivergence. Whatever I have been able to give, I have gained so much more in return. If I am fortunate enough to be the recipient of this scholarship, it will help me pursue my dream of becoming a Special Education teacher. Being an empathic person, I have always found a reason to root for the underdog and cheer for those who seem different in the eyes of society. Earning a degree in Special Education teaching means that I will get to do this. Helping others and being my authentic self is exactly how I want to spend the rest of my life. It is incredibly exciting to think that one day I will get to be the teacher who I have looked up to for years; the one who works hard to help my future students reach each milestone, and hopefully I will get to do what those teachers did for me, and I will inspire future generations to volunteer and become special educators.

In fourth grade I was diagnosed with ADHD. For me this diagnosis had a significant and positive impact. I developed a deep determination not to be defined by or held back by these challenges. Awareness of my own challenges has contributed to my empathetic and universally inclusive personality. This led me to start volunteering with Special Education students. Observing teachers meeting the students’ needs at all different levels, working tirelessly to help each student reach their next milestone and overcome challenges in a world often not made for them is so inspiring. Witnessing the perseverance and positivity of the students motivates me to be the best version of myself. Eight years later I am the Co-President of my high school’s Best Buddies. I also hold two jobs where I enjoy working with neurodivergent individuals. I am employed as an Integration Co-Instructor at the Foxboro YMCA, where I teach classes designed for neurodivergent individuals and also support neurodivergent individuals in mainstream classes. For the last two summers I have also worked as an assistant teacher in the town’s Extended School Year Special Education program where I help teach academic and life skills. In my first year, I worked with a young lady who used a voice output device to communicate. She had been in the school system for years and rarely said a single word, never mind a full sentence. Each day when I went home, I used my computer to create activities designed to help her to make letter sounds. By the time the summer program ended five weeks later, I successfully had her talking in complete sentences. If I am fortunate enough to be the scholarship recipient, it will help me pursue my dream of becoming a Special Education teacher. Being an empathic person, I have always found a reason to root for the underdog and cheer for those who seem different in the eyes of society. Helping others and being my authentic self is exactly how I want to spend the rest of my life. It is incredibly exciting to think that one day I will get to be the teacher who I have looked up to for years; the one who works hard to help my future students reach each milestone, and hopefully I will get to do what those teachers did for me, and I will inspire future generations to volunteer and become special educators.

Before the start of fifth grade, I had little understanding of what it meant when someone was neurodivergent or on the spectrum. That type of thing was simply not taught in school. I did not even realize that my school had a Special Education classroom. One day my friend told me she was going to eat with the Special Education students. Not wanting to be left alone and being naturally curious, I accompanied her. While I went in to eat lunch with a friend, I left with so much more. Observing teachers meeting the students’ needs at all different levels, working tirelessly to help each student reach their next milestone and overcome challenges in a world often not made for them was so inspiring. These feelings of inspiration and admiration stimulated a desire to go back and start volunteering. Helping teach life and social skills, for example folding laundry, utilizing an iPad for communication, and helping individuals participate in activities with the rest of the class was incredibly rewarding. Witnessing their perseverance and positivity inspired me to be the best version of myself. Words cannot do justice to how meaningful and impactful these relationships have been for me. Eight years later I am the Co-President of my high school’s Best Buddies and hold two jobs where I enjoy working with neurodivergent individuals. For the last two summers I have worked as an assistant teacher in the Town of Foxborough’s Extended School Year Special Education program, helping teach academic and life skills. I am also employed as an Integration Co-Instructor at the Foxboro YMCA, where I teach classes designed for neurodivergent individuals and also support neurodivergent individuals in mainstream classes. It is so fulfilling to help the students develop their social skills, safety awareness, fine and gross motor skills, all while having fun. I get truly excited to celebrate the highs and provide comfort during the lows, no matter how big or small. It is extremely gratifying when a parent tells me I am the only person who has ever been able to get their child to participate in a certain activity or demonstrate a skill. If I am fortunate enough to be the recipient of the Fred Rabasca Memorial Scholarship, it will help me pursue my dream of becoming a Special Education teacher. Being an empathic person, I have always found a reason to root for the underdog and cheer for those who seem different in the eyes of society. Earning a degree in Special Education teaching means that I will get to do this. Helping others and being my authentic self is exactly how I want to spend the rest of my life. It is incredibly exciting to think that one day I will get to be the teacher who I have looked up to for years; the one who works hard to help my future students reach each milestone, and hopefully I will get to do what those teachers did for me, and I will inspire future generations to volunteer and become special educators.

Before the start of fifth grade, I had little understanding of what it meant when someone was neurodivergent or on the spectrum. That type of thing was simply not taught in school. I did not even realize that my school had a Special Education classroom. One day my friend told me she was going to eat with the Special Education students. Not wanting to be left alone and being naturally curious, I accompanied her. While I went in to eat lunch with a friend, I left with so much more. Observing teachers meeting the students’ needs at all different levels, working tirelessly to help each student reach their next milestone and overcome challenges in a world often not made for them was so inspiring. These feelings of inspiration and admiration stimulated a desire to go back and start volunteering. Helping teach life and social skills, for example folding laundry, utilizing an iPad for communication, and helping individuals participate in activities with the rest of the class was incredibly rewarding. Witnessing their perseverance and positivity inspired me to be the best version of myself. Words cannot do justice to how meaningful and impactful these relationships have been for me. Eight years later I am the Co-President of my high school’s Best Buddies and hold two jobs where I enjoy working with neurodivergent individuals. For the last two summers I have worked as an assistant teacher in the Town of Foxborough’s Extended School Year Special Education program, helping teach academic and life skills. I am also employed as an Integration Co-Instructor at the Foxboro YMCA, where I teach classes designed for neurodivergent individuals and also support neurodivergent individuals in mainstream classes. It is so fulfilling to help the students develop their social skills, safety awareness, fine and gross motor skills, all while having fun. I get truly excited to celebrate the highs and provide comfort during the lows, no matter how big or small. It is extremely gratifying when a parent tells me I am the only person who has ever been able to get their child to participate in a certain activity or demonstrate a skill. If I am fortunate enough to be the recipient of the Teaching Like Teri Scholarship, it will help me pursue my dream of becoming a Special Education teacher. Being an empathic person, I have always found a reason to root for the underdog and cheer for those who seem different in the eyes of society. Earning a degree in Special Education teaching means that I will get to do this. Helping others and being my authentic self is exactly how I want to spend the rest of my life. It is incredibly exciting to think that one day I will get to be the teacher who I have looked up to for years; the one who works hard to help my future students reach each milestone, and hopefully I will get to do what those teachers did for me, and I will inspire future generations to volunteer and become special educators.

The first time I observed a Special Education classroom was in 5th grade. While I went in to eat lunch with a friend, I left with so much more. Observing the care and passion of the teachers as they worked tirelessly to help each student at all different levels reach their next milestone and overcome challenges in a world often not made for them was so inspiring. I still remember the first few times I volunteered with the Special Education students because of the positive impact the students and teachers had on me. While those teachers may not have been mine, they generated feelings of inspiration and admiration that stimulated a desire to keep volunteering. Eight years later I am the Co-President of my high school’s Best Buddies and hold two jobs where I enjoy working with neurodivergent individuals. For the last two summers I have worked as an assistant teacher in the Town of Foxborough’s Extended School Year Special Education program, helping teach academic and life skills. I am also employed as an Integration Co-Instructor at the Foxboro YMCA, where I teach classes designed for neurodivergent individuals and also support neurodivergent individuals in mainstream classes. I get truly excited to celebrate the highs and provide comfort during the lows, no matter how big or small. It is extremely gratifying when a parent tells me I am the only person who has ever been able to get their child to participate in a certain activity or demonstrate a skill. If I am fortunate enough to be the recipient of the Selma Luna Memorial Scholarship it will help me pursue my dream of becoming a Special Education teacher. Being an empathic person, I have always found a reason to root for the underdog and cheer for those who seem different in the eyes of society. Earning a degree in Special Education teaching means that I will get to do this. Helping others and being my authentic self is exactly how I want to spend the rest of my life. It is incredibly exciting to think that one day I will get to be the teacher who I have looked up to for years; the one who works hard to help my future students reach each milestone, and hopefully I will get to do what those teachers did for me, and I will inspire future generations to volunteer and become special educators.

In fourth grade I was diagnosed with ADHD. For me this diagnosis had a significant and positive impact. Along with increased awareness, I developed a deep determination not to be defined by or held back by these challenges. With the help of some amazing teachers, I developed a skill set that enabled me to thrive. I learned to proactively seek out favorable study environments and become an impactful advocate for myself in a way that ensured I set myself up for success. The outcome has been that my High School GPA has improved every year and is now above a 4. Awareness of my own challenges has contributed to my empathetic and universally inclusive personality. This led me to start volunteering with Special Education students. Observing teachers meeting the students’ needs at all different levels, working tirelessly to help each student reach their next milestone and overcome challenges in a world often not made for them is so inspiring. Witnessing the perseverance and positivity of the students motivates me to be the best version of myself. Personally, helping teach life and social skills is incredibly rewarding. Words cannot do justice to how meaningful and impactful these relationships have been for me. Eight years later I am the Co-President of my high school’s Best Buddies. I also hold two jobs where I enjoy working with neurodivergent individuals. For the last two summers I have worked as an assistant teacher in the Town of Foxborough’s Extended School Year Special Education program, helping teach academic and life skills in the classroom and at job settings. I am also employed as an Integration Co-Instructor at the Foxboro YMCA, where I teach classes designed for neurodivergent individuals and also support neurodivergent individuals in mainstream classes. In these classes it is so fulfilling to help the students develop their social skills, safety awareness, fine and gross motor skills, all while having fun. I get truly excited to celebrate the highs and provide comfort during the lows, no matter how big or small. It is extremely gratifying and motivating when a parent tells me I am the only person who has ever been able to get their child to participate in a certain activity or demonstrate a skill. For the past eight years I have loved observing and helping these students at school and work grow, but what I did not notice was how much I was growing at the same time. I started middle school as a shy fifth grader and I am now a senior who confidently leads classes and activities for children with a variety of neurodivergence. Whatever I have been able to give, I have gained so much more in return. If I am fortunate enough to be the recipient of the Ed and Flora Pellegri Scholarship, it will help me pursue my dream of becoming a Special Education teacher. Being an empathic person, I have always found a reason to root for the underdog and cheer for those who seem different in the eyes of society. Earning a degree in Special Education teaching means that I will get to do this. Helping others and being my authentic self is exactly how I want to spend the rest of my life. It is incredibly exciting to think that one day I will get to be the teacher who I have looked up to for years; the one who works hard to help my future students reach each milestone, and hopefully I will get to do what those teachers did for me, and I will inspire future generations to volunteer and become special educators.

A study by Staples found 77% of American adults look back to their time at school and can clearly identify a favorite teacher. During my time as a student in elementary school I was fortunate to have so many amazing teachers that it feels unfair to only pick one, however for me my fourth-grade teacher Mrs. Desrochers stands out. Without realizing it, she taught me that the teachers who care about their students beyond the classroom, advocate for their students, and inspire them are the ones who really leave a positive, long-lasting impact on their lives. The values that Mrs. Desrochers modeled laid the foundation for my transition to middle school, which I entered with a curious and empathetic mindset. The first time I observed a Special Education classroom was in 5th grade. While I went in to eat lunch with a friend, I left with so much more. Observing the care and passion of the teachers as they worked tirelessly to help each student at all different levels reach their next milestone and overcome challenges in a world often not made for them was so inspiring. I still remember the first few times I volunteered my lunch block to hang out with the Special Education students because of the positive impact the students and teachers had on me. While those teachers may not have been mine, they generated feelings of inspiration and admiration that stimulated a desire to start volunteering. Eight years later I am the Co-President of my high school’s Best Buddies and hold two jobs where I enjoy working with neurodivergent individuals. For the last two summers I have worked as an assistant teacher in the Town of Foxborough’s Extended School Year Special Education program, helping teach academic and life skills. I am also employed as an Integration Co-Instructor at the Foxboro YMCA, where I teach classes designed for neurodivergent individuals and also support neurodivergent individuals in mainstream classes. In these classes it is so fulfilling to help the students develop their social skills, safety awareness, fine and gross motor skills, all while having fun. I am fortunate that my activities at school and these jobs have brought me into contact with many amazing neurodivergent individuals. I get truly excited to celebrate the highs and provide comfort during the lows, no matter how big or small. Each child's challenges are unique, and it is incredibly rewarding to work with them to overcome these. If I am fortunate enough to be the recipient of the Marie Humphries Memorial Scholarship it will help me pursue my dream of becoming a Special Education teacher. Being an empathic person, I have always found a reason to root for the underdog and cheer for those who seem different in the eyes of society. Earning a degree in Special Education teaching means that I will get to do this. Helping others and being my authentic self is exactly how I want to spend the rest of my life. It is incredibly exciting to think that one day I will get to be the teacher who I have looked up to for years; the one who works hard to help my future students reach each milestone and maybe I will get to do what Mrs. Desrochers and these other teachers did for me, and I will inspire future generations of educators.

Taylor Swift and her music has always held a Special Place in my heart. My first concert was the 1989 world tour in my hometown Foxborough. I remember getting invited by a friend and accepting not really understanding what I was in for. I had listened to her music for years as it frequently showed up on my mom's car playlist and as a little kid, I loved to sing We Are Never Ever Getting Back Together and Sparkes Fly as well as many others. So, one can imagine I was reasonably thrilled. I remember playing 1989 on my iPad for weeks leading up to the concert and my parents trying to explain it would be a lot later than my 8pm bedtime. And I still remember having to be piggybacked back to the car because they were right. But what I remember the most vividly was the concert. A stadium I had grown up seeing football games in was transformed into a city of light and noise. It's been years but I still think about the opening beats of Welcome to New York making and the screaming that was louder than I could have imagined. Everything felt as if it was done by magic. I grew older my love for Taylor and her music grew too. Since then, I have been to the Reputation Stadium Tour and very luckily the Eras Tour. Even though I now have a concept of technology and lights the stage lighting up and all the effects still have a magical charm. By getting to see the Eras tour I learned the importance of hard work because if it could make the Eras tour possible its certainty can make my dreams possible. In terms of music, it feels that even though I don't know her personally Taylor has always been there for me. I feel that she lets herself be so vulnerable which in the end serves to make her stronger. She has taught me that everyone goes through hard times with others and with themselves mentally. While I love to dance and sing songs like Cruel Summer and Don't Blame Me to have fun or let off steam songs like This Is Me Trying and Anti-Hero have taught me so much about myself. I have learned that my feelings are valid and I'm not the only one who feels these fragile emotions. If a popstar with many awards and fans feels the same emotions, I do at times then surely many people do, and I am not alone in so many feelings. This has prompted growth for me personally as it has better allowed me to accept my feelings and move forward. The college process has been a daunting and scary one and throughout it I have Taylor's music as a constant. I have always felt that her music is the friend that has always been there for me, and I can't wait to see its further evolution and how it will change my life and so many others.

Before the start of fifth grade, I had little understanding of what it meant when someone was neurodivergent or on the spectrum. That type of thing was simply not taught in school. I did not even realize that my school had a Special Education classroom. One day my friend told me she was going to eat with the Special Education students. Not wanting to be left alone and being naturally curious, I accompanied her. While I went in to eat lunch with a friend, I left with so much more. Observing teachers meeting the students’ needs at all different levels, working tirelessly to help each student reach their next milestone and overcome challenges in a world often not made for them was so inspiring. These feelings of inspiration and admiration stimulated a desire to go back and start volunteering, and to be the best version of myself. Eight years later I am the Co-President of Foxborough High School’s Best Buddies and hold two jobs where I enjoy working with neurodivergent individuals. For the last two summers I have worked as an assistant teacher in the Town of Foxborough’s Extended School Year Special Education program, helping teach academic and life skills. I am also employed as an Integration Co-Instructor at the Foxboro YMCA, where I teach classes designed for neurodivergent individuals and also support neurodivergent individuals in mainstream classes. In these classes it is so fulfilling to help the students develop their social skills, safety awareness, fine and gross motor skills, all while having fun. I am fortunate that my activities at school and these jobs have brought me into contact with many amazing neurodivergent individuals. I get truly excited to celebrate the highs and provide comfort during the lows, no matter how big or small. It is extremely gratifying and motivating when a parent tells me I am the only person who has ever been able to get their child to participate in a certain activity or demonstrate a skill. I am fortunate that my activities at school and my jobs have brought me into contact with many amazing neurodivergent individuals. For the past eight years I have loved observing and helping these students at school and work grow, but what I did not notice was how much I was growing at the same time. I started middle school as a shy fifth grader who did not understand what autism was and did not know that her school had a Special Education classroom. I am now a senior who confidently leads classes and modifies activities for children with a variety of neurodivergence. Whatever I have been able to give, I have gained so much more in return. If I am fortunate to be the recipient of the Carla M. Champagne Memorial Scholarship, it will help me pursue my dream of becoming a Special Education teacher. Being an empathic person, I have always found a reason to root for the underdog and cheer for those who seem different in the eyes of society. Earning a degree in Special Education teaching means that I will get to do this. Helping others and being my authentic self is exactly how I want to spend the rest of my life. It is incredibly exciting to think that one day I will get to be the teacher who I have looked up to for years; the one who works hard to help my future students reach each milestone, and hopefully I will get to do what those teachers did for me, and I will inspire future generations to volunteer and become special educators.

Before the start of fifth grade, I had little understanding of what it meant when someone was neurodivergent or on the spectrum. That type of thing was simply not taught in school. I did not even realize that my school had a Special Education classroom. One day my friend told me she was going to eat with the Special Education students. Not wanting to be left alone and being naturally curious, I accompanied her. While I went in to eat lunch with a friend, I left with so much more. Observing teachers meeting the students’ needs at all different levels, working tirelessly to help each student reach their next milestone and overcome challenges in a world often not made for them was so inspiring. These feelings of inspiration and admiration stimulated a desire to go back and start volunteering, and to be the best version of myself. Eight years later I am the Co-President of Foxborough High School’s Best Buddies and hold two jobs where I enjoy working with neurodivergent individuals. For the last two summers I have worked as an assistant teacher in the Town of Foxborough’s Extended School Year Special Education program, helping teach academic and life skills. I am also employed as an Integration Co-Instructor at the Foxboro YMCA, where I teach classes designed for neurodivergent individuals and also support neurodivergent individuals in mainstream classes. In these classes it is so fulfilling to help the students develop their social skills, safety awareness, fine and gross motor skills, all while having fun. I am fortunate that my activities at school and these jobs have brought me into contact with many amazing neurodivergent individuals. I get truly excited to celebrate the highs and provide comfort during the lows, no matter how big or small. It is extremely gratifying and motivating when a parent tells me I am the only person who has ever been able to get their child to participate in a certain activity or demonstrate a skill. I am fortunate that my activities at school and my jobs have brought me into contact with many amazing neurodivergent individuals. For the past eight years I have loved observing and helping these students at school and work grow, but what I did not notice was how much I was growing at the same time. I started middle school as a shy fifth grader who did not understand what autism was and did not know that her school had a Special Education classroom. I am now a senior who confidently leads classes and modifies activities for children with a variety of neurodivergence. Whatever I have been able to give, I have gained so much more in return. If I am fortunate to be the recipient of the August Engler Memorial Scholarship, it will help me pursue my dream of becoming a Special Education teacher. Being an empathic person, I have always found a reason to root for the underdog and cheer for those who seem different in the eyes of society. Earning a degree in Special Education teaching means that I will get to do this. Helping others and being my authentic self is exactly how I want to spend the rest of my life. It is incredibly exciting to think that one day I will get to be the teacher who I have looked up to for years; the one who works hard to help my future students reach each milestone, and hopefully I will get to do what those teachers did for me, and I will inspire future generations to volunteer and become special educators.

Before the start of fifth grade, I had little understanding of what it meant when someone was neurodivergent or on the spectrum. That type of thing was simply not taught in school. I did not even realize that my school had a Special Education classroom. One day my friend told me she was going to eat with the Special Education students. Not wanting to be left alone and being naturally curious, I accompanied her. While I went in to eat lunch with a friend, I left with so much more. Feelings of inspiration and admiration stimulated a desire to go back and start volunteering. Observing teachers meeting the students’ needs at all different levels, working tirelessly to help each student reach their next milestone and overcome challenges in a world often not made for them was so inspiring. Eight years later I am the Co-President of Foxborough High School’s Best Buddies and hold two jobs where I enjoy working with neurodivergent individuals. I am employed as an Integration Co-Instructor at the Foxboro YMCA, where I teach classes designed for neurodivergent individuals and also support neurodivergent individuals in mainstream classes. In these classes it is so fulfilling to help the students develop their social skills, safety awareness, fine and gross motor skills, all while having fun. For the last two summers I have worked as an assistant teacher in the Town of Foxborough’s Extended School Year Special Education program, helping teach academic and life skills. I am fortunate that my activities at school and these jobs have brought me into contact with many amazing neurodivergent individuals. I get truly excited to celebrate the highs and provide comfort during the lows, no matter how big or small. Each child's challenges are unique, and it is incredibly rewarding to work with them to overcome these. For the past eight years I have loved observing and helping these students at school and work grow, but what I did not notice was how much I was growing at the same time. I started middle school as a shy fifth grader who did not know that there was a Special Education class in her school, and now I am a senior who confidently leads classes and activities for children with a variety of neurodivergence. Whatever I have been able to give, I have gained so much more in return. School and work have given me the privilege to meet and befriend many neurodivergent individuals whom I have learned so much from. I consider them some of my biggest inspirations and motivations. Pursuing a Special Education degree is something I am incredibly excited to do because one day I will get to be the teacher who I have looked up to for years; the one who works hard to help my future students reach each milestone and maybe I will get to do what those teachers did for me, and I will inspire the future of Special Education.

Before the start of fifth grade, I had little understanding of what it meant when someone was neurodivergent or on the spectrum. That type of thing was simply not taught in school. I did not even realize that my school had a Special Education classroom. One day my friend told me she would not be in the cafeteria because she was going to eat with the Special Education students. Not wanting to be left alone and curious, I accompanied her. While I went in to eat lunch with a friend, I left with so much more. Feelings of inspiration and admiration stimulated a desire to go back and start volunteering. Observing teachers meeting the students’ needs at all different levels, working tirelessly to help each student reach their next milestone and overcome challenges in a world often not made for them was so inspiring. During the eight years that I have now been involved with Special Education, one relationship in particular stands out to me. B is someone with nonverbal autism. We met the first time I visited the Special Education classroom, and he has become one of my best friends. I consider myself incredibly fortunate to have been there to watch him grow. B's perseverance and positivity is truly inspirational. No matter what kind of day I am having, the minute I walk into his classroom, his smile lights up the room and his positive energy is infectious. It has been unbelievably rewarding to have helped teach him life and social skills, for example folding laundry, utilizing his iPad for communication, and helping him participate in activities with the rest of his class. Some of my favorite moments have been simply watching Elmo together and doing puzzles with him. Words cannot do justice to how meaningful and impactful this relationship has been for me. B is one of the primary reasons why I feel passionate about pursuing a degree in Special Education. While B was one of my first inspirations, I am fortunate that my activities at school, for example Best Buddies, and my jobs as an assistant teacher in the extended school year Special Education program and an Integration Co-Instructor at the YMCA have brought me into contact with many more amazing neurodivergent individuals. I get truly excited to celebrate the highs and provide comfort during the lows, no matter how big or small. Each child's challenges are unique, and it is incredibly rewarding to work with them to overcome these. For eight years I have loved observing and helping these students grow, but what I did not notice was how much I was growing at the same time. I started middle school as a shy fifth grader who did not know that there was a Special Education class in her school, and now I am a senior who confidently leads classes and activities for children with a variety of neurodivergence. Whatever I have been able to give to the students, I have gained so much more in return. Pursuing a Special Education degree is something I am incredibly excited to do because one day I will get to be the teacher who I have looked up to for years; the one who works hard to help my future students reach each milestone and maybe I will get to do what those teachers did for me, and I will inspire the future of Special Education.

Before the start of fifth grade, I had little understanding of what it meant when someone was neurodivergent or on the spectrum. That type of thing was simply not taught in school. I did not even realize that my school had a Special Education classroom. One day my friend told me she would not be in the cafeteria because she was going to eat with the Special Education students. Not wanting to be left alone and curious, I accompanied her. While I went in to eat lunch with a friend, I left with so much more. Feelings of inspiration and admiration stimulated a desire to go back and start volunteering. Observing teachers meeting the students’ needs at all different levels, working tirelessly to help each student reach their next milestone and overcome challenges in a world often not made for them was so inspiring. During the eight years that I have now been involved with Special Education, one relationship in particular stands out to me. B is someone with nonverbal autism. We met the first time I visited the Special Education classroom, and he has become one of my best friends. I consider myself incredibly fortunate to have been there to watch him grow. B's perseverance and positivity is truly inspirational. No matter what kind of day I am having, the minute I walk into his classroom, his smile lights up the room and his positive energy is infectious. It has been unbelievably rewarding to have helped teach him life and social skills, for example folding laundry, utilizing his iPad for communication, and helping him participate in activities with the rest of his class. Some of my favorite moments have been simply watching Elmo together and doing puzzles with him. Words cannot do justice to how meaningful and impactful this relationship has been for me. B is one of the primary reasons why I feel passionate about pursuing a degree in Special Education. While B was one of my first inspirations, I am fortunate that my activities at school, for example Best Buddies, and my jobs as an assistant teacher in the extended school year Special Education program and an Integration Co-Instructor at the YMCA have brought me into contact with many more amazing neurodivergent individuals. I get truly excited to celebrate the highs and provide comfort during the lows, no matter how big or small. Each child's challenges are unique, and it is incredibly rewarding to work with them to overcome these. For eight years I have loved observing and helping these students grow, but what I did not notice was how much I was growing at the same time. I started middle school as a shy fifth grader who did not know that there was a Special Education class in her school, and now I am a senior who confidently leads classes and activities for children with a variety of neurodivergence. Whatever I have been able to give to the students, I have gained so much more in return. Pursuing a Special Education degree is something I am incredibly excited to do because one day I will get to be the teacher who I have looked up to for years; the one who works hard to help my future students reach each milestone and maybe I will get to do what those teachers did for me, and I will inspire the future of Special Education.