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Raymond Guerrero

PDS Intern
Primary office:

I would like to be in the PDS program because I believe I have a lot to offer students in this demographic. I have many life experiences from military service to touring in a band. I have seen both the ugliest and prettiest parts of the world. When I studied abroad in Carpi, Italy, to teach English at a local middle school, I was completely overwhelmed with culture shock and language barriers, but I loved every minute of it. In fact, I embraced it. Many students that are filling up our schools here in America are experiencing their own culture shock and language barriers. I could be their voice of reason. I could be the one letting them know that it's okay to be scared or overwhelmed with anxiety, but that together we'll fight through it. Life is far from fair, but it isn't impossible; and the students that attend professional development schools need to know that. Perseverance is a word that I like to throw out there a lot. So is failure. The former does not exist without the latter, and although failing at something might feel like the end of the world, there's nothing quite like the feeling of sweet victory after a hard fought battle. I want to be the teacher that inspires them to want to work hard enough to achieve that feeling.

A lot of these students are cheated out of ample amounts of opportunity. It's not right, it's not fair, but that's the situation they're in, and it would be my honor to provide them with the knowledge to be able to recognize even the smallest amount of opportunity when it presents itself and seize the moment. I want to be in the PDS program because I know I can make a positive difference with the students.

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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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