Preparing Educators as Leaders

Lauren Dollar

PDS Intern
Primary office:


When I was in Junior High I knew I wanted to become a teacher, mainly because my mom was a teacher. Then when I came to college I decided that I wanted to create my own path but still help kids so that made me search for another alternative to teacher that still allowed me the same opportunities. I found ABSC and decided to go along with that. About a semester in I realized I was meant to be a teacher and I was only fooling myself, but I also started to see the real reason why I wanted to be a teacher. The real reason I want to be a teacher is so I can make a true impact on an individuals life, even if that is one student every 5 years or ten students every year. I have a lot of experience in different educational settings, I have taught in magnet school, a low socio-economic school, a rural and suburban school as well as a school in Italy. None have compared to the passion and pure drive I felt when I was with my students at Turner Elementary. When I walked through the doors at Turner I felt as if I could truly make a difference and I was ready to change a students life.

One of the biggest reason I choose to do PDS is because I know where I want to be in five years and I believe that in order for me to be the teacher that I want to be I need to be trained to be in a PDS school. In 5 years I hope to be teaching in an inner city school in New York city or possibly Boston. I have known I wanted to teach at an inner city school for a few years know so I have tried to tailor my educator to learning techniques and providing myself with opportunities to grow in areas that would support my teaching in an urban school. Schools in urban areas are full of life and diversity and they need some of the best teachers to help foster the life, sadly not all of the best teachers decide that is where they would like to go. I have known an urban school would be my home for years so I am ready to finally be there.

Not only with I need the supports the PDS program provides but I will need the tools the ESOL endorsement provides us with in order to teach at any of these locations. With these two supports I believe I will become a teacher the students can look up to and the teacher who I have always wanted to be.


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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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