Preparing Educators as Leaders

Danielle Green

PDS Intern
Primary office:

Since the beginning of high school I have known that I want to be an elementary school teacher, but ever since my sophomore year of high school I have known that I want to work in a PDS type school.  During my sophomore year I started volunteer babysitting a foster family of six kids.  I continued babysitting until I left for college, and I still continue to see them every time I go home.  These kids have impacted my life tremendously.  Hearing about the struggles they went through and the hardships they encountered in their short lives broke my heart, and although I couldn’t change their past I wanted to be a part of their future.  Seeing how much these kids looked up to me, and how much I have impacted them was the most rewarding feeling I have ever felt, and from that moment I knew that I wanted to spend my career working with children who were less privileged than others.  Since freshmen year of college I have volunteered with children living in the public housing complex in Lawrence, and I absolutely love it.  I love working with all children, but my passion is working with underprivileged children.  I have seen how tough of home lives some children have, and it is heartbreaking to me.  I know that the teachers of these students need to go above and beyond and I am confident that I can, and will.  As a teacher it is important not only to educate your students, but to get to know them on a personal level and be a person they feel that they can trust and turn to.  My passion is helping underprivileged children and I have no doubt in my mind that a PDS school is where I want to be, not only for student teaching, but for the rest of my career. 

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Research expenditures of $36,804,773 for 2011-12
Research from KU’s largest grant, the $24.5 million SWIFT project, assists educators, children, and families across the United States
The award-winning special education faculty published 140 refereed articles, 11 books, and 60 chapters in 2015-16
Students with intellectual disabilities are participating in KU undergraduate programs through a grant-funded KU special education program
Researchers on a $3.5 million grant are collecting data on an innovative reading program designed to teach reading to students with the most significant disabilities in seven Kansas school districts
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44 nationally ranked graduate programs.
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