Career goals in special education and disability advocacy

During the process of pursuing my BA in psychology, became drawn increasingly more to applied knowledge and evidence-based practice. I fused developmental psychology and child psychology with the principles of education and practice, and with the help of mentors and instructors pursued work and volunteer experiences in different educational environments including public schools, private tutoring, and childcare services. My dedication and enthusiasm for the profession of education is reflected in my performance and contribution to my classes, as I graduated with honors (magna cum laude) and maintained active membership in three different honor societies (Kappa Delta Phi, Psi Chi, and Lambda Alpha Sigma Honor Society). By interacting with other high achievers and like-minded individuals interested in making a difference in the world through ongoing personal and professional development, I learned how to hone my skills and my goals. I am applying for a Masters degree in Education primarily to become a leader in my field. Initially, I intend to pursue classroom education as a certified special education teacher. Eventually, I intend to become a powerful advocate for disabled students and their parents by improving education policy. Coursework in the sociology of disabilities and the status of disabled persons in America initially spurned my interest in special education. As I was simultaneously taking classes in developmental psychology, I made quick connections between the individual level experiences of students with disabilities and the ways those students are perceived by their peers and teachers. Moreover, I began to consider ways the public education system can better serve a diverse group of students with special needs including physical and developmental disabilities. Even within the current frameworks of IDEA and similar legislation, I recognize that the ways classrooms are structured, individual teachers can make a difference in the lives of all students by bringing out the best in each person by ensuring all students are inspired and motivated to learn. I have no illusions about special education as an area of specialization in education. In fact, I have worked hard during my undergraduate career in related and similar fields, both on and off campus. I worked as a childcare provider for 5 years, during which I supervised children ages 2 to 13 during the weekends and after school. In addition to tutoring in math, reading, and writing, I helped generate intrinsic motivation among the children by organizing recreational activities that facilitated active and self-motivated learning. Without wavering from my goals, I have developed a personal career map that will help me to remain focused during the pursuit of my Masters degree. A proven track record of academic performance will ensure that I will excel in the program, contributing to academic discourse in areas related to child development, education, and disabilities. While in the academic program, I do not doubt I will be thrilled to work and acquire experience as a teaching assistant. An ongoing assistant position will prepare me for being a lead teacher myself, which is my five-year goal. As a special education teacher, I intend to collaborate with colleagues and specialists to remain aware of emerging research and best practices. Although I hope to work within the public education sector, I do recognize that the private sector may offer opportunities for creative educational programming that may help individual students thrive in a least restrictive and supportive learning environment. Teachers can play a critical role in shaping school policies, transforming the environment of education into one in which all students receive developmentally appropriate education. I look forward to participating in the future of special education as a certified teacher and leader in my field. Thank you for your consideration.