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Á|üe÷<Ûä |òüT≥q düe÷#ês¡+ n+<äT≈£îqï m ̇¶ÄsY m|òt ã+<ë\T eTT+u...’ qT+∫ sêjYT >∑&Ûé ãj·T\T < ̊sêsTT. á |òüT≥qô|’ eTVü‰sêÁwüº d”m+ ñ<ä∆yé <∏ëø£πs ~Á>±“¤+‹ e ́ø£Ô+ # ̊XÊs¡T. kÕúìø£ myÓTà ̋Ò ́ uÛÑs¡‘Y >√>±yê ̋... õ ̋≤¢ ø£ ̋...ø£ºsY ì~Û #Í<ä]øÏ d”m+ bò ̨Hé # ̊dæ Á|üe÷<ä |òüT≥qô|’ Äsê rXÊs¡T. düVü‰j·Tø£ #·s¡ ́*ï y ̊>∑e+‘·+ # ̊dæ ø£å‘·>±Á‘·T\≈£î yÓTs¡T¬>’q yÓ’<ä ́ n+~+#ê\Hêïs¡T. düTs¡øÏå‘·+>± ãj·T≥|ü&çq yêfi ̄¢ ø√dü+ ‘ê‘êÿ *ø£+>± ]©|òt ø± ́+|ü⁄\T @sêŒ≥T # ̊j·÷\ì d”m+ Ä< ̊•+#ês¡T. á Á|üe÷<ä |òüT≥q≈£î Ç+ø± ø±s¡D≤\T ‘Ó*j·÷*‡ñ+~. ‘êØUŸ >±¬s¶Hé >± |æ*# ̊ Ä _*¶+>¥ ̋Àì 45 b ̨s¡ ̧q¢ ̋À |ü\T ≈£î≥T+u≤\T ìedædüTÔHêïj·Tì kÕúì≈£î\T ‘Ó*bÕs¡T. á s√E kÕj·T+Á‘·+ 6.50 >∑+≥\ düeT j·T+ ̋À Ä uÛÑeq+ ≈£î|üŒ≈£L*q≥T¢ düe÷#ês¡+ n+~+<äì 50 eT+~ •~∏ ̋≤\ ∫≈£îÿ≈£îb ̨sTTq≥T¢ uÛ≤$düTÔHêïeTì m ̇¶ÄsYm|òt n~Ûø±] ˇø£s¡T yÓ\¢&ç+#ês¡T. düVü‰j·Tø£ #·s¡ ́\ ø√dü+ 3 m ̇¶ÄsYm|òt ã+<ë\T sêjYT >∑&Ûé ≈£î yÓfi≤¢j·Tì ‘Ó*bÕs¡T. Ç{°e\ ≈£î]dæq uÛ≤Ø esê ̧\ ø±s¡D+>± Ä uÛÑeq+ ≈£L* ñ+≥T+<äì kÕúì≈£î\T m ̇¶ÄsYm|òt ã+<ë\T ÁbÕ<∏ä$Tø£+>± n+#·Hê y ̊düTÔ HêïsTT. n$ ̇‹ ìs¡÷à\q≈£î ~X ̄ ‘·s¡Vü‰ #·≥º+ My name is Meghana Repaka and I am a rising 12th grader in San Jose, California, USA. My parents Ravi Repaka and Sunitha Repaka are origi- nally from Andhrapradesh, India. My younger sister Pranathi Repaka is a rising 6th grader excited for her ventures as a middle schooler. About 2 years ago when I was in 9th grade my partner Nithila Poongovan and I started a nonprofit by the name of Young Inquisitive Minds hoping to foster scientific exploration and curiosity in children with intellectual and developmental disabilities. As reported by a study published in the Journal of Autism and Develop- mental Disorders, over 34 percent of students diagnosed with autism tend to gravitate towards STEM (science, technology, engineering, math) ca- reers and interests. Compared to the 23 percent found among the general education, students on the spectrum exhibited more interest and aspired to work in the field long term. Unfortunately, although the interest persists, the opportunities for them to pursue their interest are lacking as they are still one of the most underrepresented communities in STEM Majors. Liv- ing in the Bay Area, one of the most technologically advanced places in the world, we were surprised to find that many Bay Area students in spe- cial education programs lack simple means to a strong education, the most shocking being that they had never experienced STEM activities. It was for this very reason that Young Inquisitive Minds was founded. Since our beginning in late 2018, we have been working relentlessly to make our community a more inclusive place for individuals with intellec- tual and developmental disabilities. Young Inquisitive Minds was the product of both mine and my partner’s interests: STEM and working with kids with special needs. With minds full of ideas regarding STEM accessibility to the special needs community, we approached various organizations in the Bay Area who hosted weekly activities or support groups for these students. Our diligent efforts with the sessions paid off as we saw tangible effects in many kids within the pro- gram. Many who were hesitant about joining and involving themselves in the activities left with a greater understanding of a STEM concept of their choice as well as a spark to continue exploring this topic. Over the course of the past two years, our team has expanded with over 35 interested volunteers with 450+ hours of work put in. Furthermore, we have gained support from large, influential individuals in our community with strong roles in the special needs community such as California’s SCDD manager, TRS recreation coordinator, and San Andreas transitional officers. We were even awarded the Help Us Gather(HUG) inclusion award for being an or- ganization going above and beyond to include people with special needs. Due to the immense support and interest, we have been receiving from our community, we were even able to launch an awareness project by the name of Embracing Special Needs (ESN). On ESN we believe that no two stories are the same. Thus, we have created a blog where we can share the stories of individuals with all kinds of disabilities, their families, and people working to make the world a better place for those with disabilities and bring awareness to different causes. ESN also includes a video cam- paign, a 30-second animation. We were lucky to collaborate with the Amaz- ing Things Happen Studio, founded by the award-winning animator Alex Amelines known for his work on the autism awareness video “Amazing Things Happen” to create the video: “An Inclusive World”. This video was created to promote the inclusion of kids in special education in school communities and highlights the need to find common ground with special needs kids while also bringing awareness to the lack of their inclusion in school communities. During Fall 2020, we plan for the video to be shown in over 50 schools across the United States inspiring kids all over to reach out to their special education programs. We don’t plan on stopping now. With the amount of progress that we have made within the past year, we know that the upcoming years will be great for us as we have a school curriculum coming as well as several commu- nity projects. Through our programs, we have seen over 330 kids express curiosity and interest in STEM at an impressionable age and hope to de- velop an interest in more. 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