When I approached the principal about my son’s upcoming participation in a much-anticipated school event, I was met with the phrase, “We provide the requisite support.” This statement struck me deeply. Our school organizes an exciting day filled with relays, egg tosses, and various team-building exercises that promote cooperation and sportsmanship. It’s a day kids eagerly await all year—a break from academics where they can enjoy games, indulge in ice pops, and bond with friends.
However, my son does not share this enthusiasm. For him, sports and physical activities are significant challenges. He doesn’t excel in these areas, often struggling to participate fully due to his sensory processing disorder. In an environment buzzing with energy, the chaos can overwhelm him, leading to moments where he feels defeated and disconnected from his peers.
As a parent, I encourage him to give his best effort, hoping he might discover a newfound sense of achievement. I refuse to let him become a quitter; it’s essential for him to learn that not every task will be enjoyable or easy. However, I also believe I must advocate for his success. Thus, I reached out to the school, requesting a single non-sporting activity to be offered during the event. A simple idea like building a LEGO tower could allow children like my son to contribute meaningfully to their teams.
My request was met with a firm refusal: “We provide the requisite support for your son.” This response felt like a dagger to my heart. As many parents of children with special needs understand, mere compliance with legal obligations is not enough. It fails to foster an environment where differences are celebrated and where every child can shine.
With the increasing number of children diagnosed with various behavioral, learning, or emotional disorders, it’s crucial that schools adapt. I hold a perhaps unrealistic expectation that schools should go beyond the minimum requirements and create spaces where individuality is embraced. Teamwork isn’t just about competition; it’s about recognizing and leveraging each child’s unique strengths and contributions.
I want all children, regardless of their abilities, to experience success within their school environment. They should be acknowledged for their strengths and not defined by their weaknesses. Schools must strive to exceed the bare minimum in supporting the growth and development of every student who walks through their doors.
Perhaps my son will surprise us all on the event day, emerging as a champion in his own right. Yet, regardless of the outcome, my expectations for his school remain unchanged. I will continue to advocate for an environment that not only supports but also celebrates his differences.
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In summary, my expectation is that schools should strive for inclusivity and support that goes beyond the basic. Each child deserves recognition for their individual contributions, fostering a true sense of belonging and success.