Building the Future of Special Education Leadership: Spotlight on Emily Wilmoth
For undergraduate student Emily Wilmoth, CEC has become a place to lead, build community, and grow into the educator and advocate she hopes to become.
Emily, who studies secondary biology education at the University of Pittsburgh, did not initially expect special education to become her path.
“When I first started college, I knew I wanted to work in education, but I did not fully know where I would feel the strongest sense of purpose,” Emily shared. “More than halfway through my studies, I realized that special education was where I belonged.”
As she delved deeper into the field through coursework, professional experiences, and leadership opportunities, Emily found herself increasingly drawn to disability advocacy and inclusion.
“My involvement with CEC started at the University of Pittsburgh, where I founded our student chapter and now act as president,” Emily shared. “I also serve as the co-president of Pennsylvania Student CEC and as a member of the CEC Student and Early Career Committee.”
“Through CEC, I have helped plan events, connect students with opportunities, and create spaces where future educators can learn more about disability, inclusion, and supporting students with disabilities,” she said.
“One of the most meaningful parts has been building a community that did not exist in the same way before,” she explained. “Our [University of Pittsburgh] chapter has hosted events focused on disability awareness, professional growth, and student connection.”
Her leadership also extends beyond campus. Through her work on CEC’s Student and Early Career Committee, Emily has gained experience collaborating with student and early career leaders from across the country while learning more about the future of the profession. “It has helped me see that CEC is not just something I am involved in on campus,” she said. “It is a larger professional community that continues to shape the way I think about leadership, teaching, and advocacy.”
Emily says one of the most valuable aspects of CEC membership has been the sense of support and belonging it provides as she prepares to enter the classroom. “CEC has helped me feel like I am already part of the special education community, not just learning about it from a distance,” she shared.
That support includes mentorship, leadership development, professional learning opportunities, and practical tools that help student members feel more confident as they prepare for classroom responsibilities. Through donor support of CEC’s Rising Star Fund, student members like Emily receive benefits including professional resources and a $1 million Student Educator Professional Liability Insurance policy through CEC’s partnership with Forrest T. Jones & Company.
“It is also reassuring to know that student membership includes liability insurance coverage as I move closer to classroom-based experiences,” Emily said. “It makes me feel more supported and protected while I am still learning, practicing, and growing.”
As Emily looks toward the future, she hopes to continue building classrooms where students with disabilities feel valued, supported, and included from the very beginning.
“My goal is to become an educator who helps students with disabilities feel genuinely seen, supported, and capable,” she said. “More than anything, I want my future students to feel like they belong in educational spaces.”