I hope to advocate for those who lack accessibility to resources and opportunities that will allow for them to be as successful as possible.
In the next 10 years, I see myself working with and advocating for children either in low socioeconomic area or children with disabilities. Right now, I feel that Teach for America’s program is one that I feel that I will be able to fulfill this want holistically. Their program look not only to support educational and personal growth in the student they work with, but also looks further to the future to help and create as many opportunities as they do successful students. I also want to be a “safe space” for those students I am working with, allowing for them to feel comfortable enough to come to me with and problems or concerns they may have so that I help to make them as successful as possible. After being able to be hands on with students and be as impactful as possible, I would like to find a position that created an impact on policy. I feel that after seeing what students need while working with them, I will have better insight as to what needs to be both changed and implemented. I want to help and create the most equitable learning environment for students in all socioeconomic standings, with any hardships they may be encountering, and with any disability they have. Education should be an even playing field and an environment where we are allowing for all students to have access to both resources and opportunities that can foster a successful future.
Along with these professional goals, I would like to be able to work with different nonprofits and programs to help and advocate for those with disabilities. I have always wanted to work with students and children with disabilities because I felt that they were the most misunderstood. Most cannot advocate for their own needs, leaving these students either underrepresented or not advocated for at all in the ways in which they truly need. These students with disabilities need different resources than students in traditional classrooms. Things such as sensory stations where they can become more familiar with new sounds and textures, as well as access to a nurse or assistant in the classroom along with the main teacher. Many classrooms with students with disabilities that are “invisible” are especially neglected. This is due to the fact that they are not seen as students who need additional help but seen as a nuisance to the rest of the classroom. The time and patience needed to be allocated to these students should be not just increased, but spread more equitably amongst all students and classrooms.