Student Spotlight: Cheyenne Little, Master of Arts in Teaching in Special Education

One of my biggest motivations for entering the field of special education is to amplify the voices of those who are not always heard or understood. I want every child to feel seen. I want to create change for the kids who don’t yet see themselves reflected in the world around them, and for the kids who can’t always speak up for what they need. 

I watched my brother and my friend’s daughter navigate special education, and it was like witnessing two entirely different systems—two different levels of support, two different ways of being treated, all based on their disabilities. It didn’t feel fair. It still doesn’t. That contrast opened my eyes to the inequities that exists, and it strengthened my resolve to be part of the solution. 

I’m pursuing special education because I believe in a future where every child is treated with dignity, where differences are celebrated, and where support is not determined by how well a child fits into a system, but by how well the system adapts to the child.

How does this program support your interests and career goals? 

I believe that when passion meets purpose, results follow.  My goal is for every student to feel represented, valued, and empowered in their own education. From the moment they walk into the classroom, my students will know they are loved, cared for, and supported. I want them to understand that they are capable of creating the life they want, and to leave my classroom believing in their own abilities, despite what others may say they cannot achieve. My students need to know that the system should adapt to them — not the other way around — and that who they are is enough. 

Are there any courses or specific aspects of the program that you enjoy or find useful? 

In my first two terms at OSU, I’ve taken four classes so far — but I’ve genuinely loved my journey into special education. Every class I’ve taken has been engaging, informative, and challenging in the best way. They’ve pushed me to think differently and have already set me up for success in this field. 

My collaboration class during my first term and my inclusive teaching class during 

my second term was especially meaningful. My perspectives have shifted, and I see with greater clarity the difference I can make as an educator, both in action and in the classroom. After taking a class on assessments and a class on special education law, I feel more connected to my own educational experiences. These courses challenged what I thought I already knew and pushed me to rethink the systems I grew up in. They gave me real‑world context, accountability, and insight into how decisions are made for students with disabilities. Both classes helped me understand the responsibility educators carry and the impact of ethical practices.   

Do you have any advice for students interested in the MAT-SPED?

The advice I would give is that connection is community. This program is online and asynchronous. Building a supportive community is essential. I would not be where I am today without the people who have supported me along the way. I feel truly blessed to have such an amazing group of people in my corner and to be part of the community I’ve worked to connect myself with. They will never fully know how much they mean to me or how deeply their support has shaped my journey.