In this blog post, I will summarize my answers to each question in the personal statement for admission to the Department of Special (Inclusive) Education at Daegu National University of Education, clearly outlining what I learned from each experience and my motivation for applying.

Academic Efforts and Learning Experiences

The value I prioritized most in my studies was “perseverance.” I believed that even if one is intelligent, perseverance is essential, so I set clear standards for myself. Specifically, I set a goal of solving 100 problems per unit and adhered to the rule of not leaving my desk until I had completed all 100.
Taking the language section as an example, I divided it into writing, modern literature, classical literature, and non-fiction, and further subdivided these into speech, grammar, and passage interpretation; or poetry, novels, essays, and plays; as well as passages on the humanities, social sciences, arts, and science. I completed 100 problems for each of these sub-units. I set daily goals and strove to complete 100 problems per unit within a three-day period.
In the beginning, it took a long time to complete 100 questions, and there were times when I felt stressed trying to balance this with my school homework. However, by exercising perseverance and resisting distractions, I gradually became more accustomed to the routine and was able to complete the work more quickly. Above all, studying independently according to my own plan reduced my stress, and I developed the habit of consistently working on any type of study.

School Activities: My Experience Helping Students with Special Needs as Head of the Korean Language Club

For three years, I served as the head of the Korean Language Club under the same teacher. At first, I felt a bit distant from her because she seemed strict and placed a high value on discipline, but as we spent more time together, I came to appreciate her warm side—her thoughtful approach to student counseling and guidance. In particular, since she had studied special education, she personally cared for students with special needs in each grade.
As I assisted her with her duties, I naturally had the opportunity to observe the education of students with special needs. Even when she was tired, she kept a close eye on the children’s every move and was always concerned about whether they were comfortable. Furthermore, she showed respect—never getting angry—even when the children thought differently from socially accepted norms.
Watching her, I began to interact with these students without prejudice and was deeply moved by their innocence and unique ways of thinking. I learned that if we understand and adapt to each person’s unique way of thinking, we can communicate effectively, and I became convinced that with the right support, we can all get along just fine. This experience had a profound impact on my career decision, and I remain grateful to that teacher to this day.

Examples of Practicing Consideration, Sharing, and Cooperation During School Life

Through my volunteer work, I came to respect “volunteers who do not draw attention to their actions,” and, following their example, I began quietly helping classmates who were falling behind at school. To ensure the students receiving help didn’t feel uncomfortable, I would assist them with homework or studying—or even take notes for them—without drawing attention to myself.
When there was no one to form a study group, I would take the initiative to approach others and suggest studying together, and when pointing out areas where they needed improvement, I was careful not to hurt their pride. I quietly helped classmates with physical disabilities, and for those from low-income families who struggled to pay activity fees, I found ways to assist them—such as working part-time together—rather than simply handing them money.
This quiet, unassuming service was actually more difficult and required deep self-reflection. However, through this process, I discovered the joy of service that springs from the heart—even without recognition from others—and as I truly experienced the value and meaning of service, my resolve to pursue a career in special education grew even stronger.

Motivation for Application and Future Career Plans

My dream is to create a “world where everyone has dreams.” I want to create an environment where diverse people can dream in their own ways, without success being judged solely by society’s standards. This belief has led me down the path to becoming a special education teacher.
Children with special needs are not people who cannot or do not need to have dreams; rather, they are individuals who can demonstrate their strengths through appropriate care and understanding. I believe it is a worthwhile endeavor to bring out their strengths and pave the way for them to live in harmony with others.
If I am accepted into your university’s Department of Special Education, I intend to go beyond mere theoretical study; I aim to meet a diverse range of people and gain hands-on field experience to cultivate my empathy and interpersonal skills. When I become a teacher, I aspire to be a person of mature character and broad-mindedness, capable of embracing many students with open arms. I will strive to be a teacher who breaks down prejudices against disabilities and helps these students contribute to society.