When I first decided my son would attend regular classroom settings despite his cerebral palsy and wheelchair use, I asked important questions about special inclusion and armed myself with knowledge. But most important, I believed my child, despite learning with disabilities, deserved a good education.
My 11-year-old son is now in the 5th grade in a public school district. He has been included in a regular classroom there since kindergarten. One of my critical roles has been to help others focus on Eric’s possibilities not his learning special needs. I have refused to allow others to predetermine his potential based strictly on a disability. I have spent hours helping Eric learn, providing hands-on experiences and dynamic resources that enhance and support classroom instruction.
Here’s what’s worked for me, regardless of the school finally chosen:
- I believe my child deserves a good education.
- I educate myself about his needs and the needs of his educational team.
- I know my son’s rights under the law.
- I try to communicate effectively and respectfully with team members.
- I recognize the importance of a dynamic team approach that meets my son’s educational needs.
- I expect people to focus on my son’s ability, not on a disability.