When Schools Limit Potential, Children Suffer
Public schools are legally required to provide a free and appropriate education to all students, regardless of their abilities. But as many parents of children with disabilities have learned, not all schools provide the same level of support.
Some districts see students with disabilities as individuals full of potential and give them the tools to succeed. Others provide only the bare minimum, checking off legal boxes while keeping expectations low.
Nowhere is this difference more apparent than in the comparison between Lincoln Consolidated Schools and Saline Area Schools. One failed my daughter. The other gave her what she needed to thrive.
Lincoln Consolidated Schools: A History of Neglect
When my daughter, Tessa, attended Lincoln Consolidated Schools, I quickly learned that their approach to special education was reactionary, not proactive. Instead of working to ensure that children with disabilities had access to appropriate resources, they provided the least amount of support possible.
Paraprofessionals—critical staff members who assist children with high needs—were rare in the district. Despite the clear necessity for additional support, very few children received one-on-one assistance.
The lack of proper supervision led to serious safety concerns. It was not uncommon for students to run away from school grounds. Some were found up to five blocks away, crossing a bridge over water. These weren’t isolated incidents—they happened repeatedly.
Tessa was one of those children. In her time at Lincoln, she was lost three times. Once, staff found her standing alone in the bus loop, entirely unsupervised.
But it wasn’t just about safety—it was about expectations.
Tessa was constantly left out. Teachers saw her as a student with limitations rather than possibilities. When I asked about assessing her skills in a way that fit her needs, I was told, “If she doesn’t show us what she can do, we must take that at face value.”
But that is not how special education works. An Individualized Education Program (IEP) is meant to create a plan that meets the child where they are. It is the school’s responsibility to figure out how to assess the student and support them. If a child does not fit neatly into their system, it is not an excuse to set them aside.
After my husband passed away, I saw how little Lincoln was doing for my daughter. During the COVID-19 shutdown, her "education" consisted of a five-minute check-in before logging off for the day. That was it.
I knew I had to make a change.
Saline: A School That Gave Tessa a Chance to Succeed
I moved to Saline Area Schools, and suddenly, I saw the difference that resources and expectations can make.
Tessa received the support she needed. The same love and care from teachers existed, but now those teachers had the tools to help her succeed. They weren’t struggling to provide for their students with limited resources. Instead, the district gave them the ability to adapt, support, and teach effectively.
And the results spoke for themselves.
Lincoln had assessed Tessa as having no reading level. Within two years at Saline, she was reading at nearly a peer level.
That is what happens when schools commit to helping every child succeed rather than simply managing them.
What This Means for Schools Across Michigan
The disparity between Lincoln and Saline highlights an issue that extends far beyond these two districts. Across Michigan, underserved schools are failing children with disabilities. The difference isn’t in the children—it’s in the schools.
Expectations shape outcomes – Schools that believe in their students provide the tools necessary for them to succeed.
Resources matter – Without funding for paraprofessionals and individualized instruction, students are left behind.
No child should be overlooked – Schools must adapt to their students, not expect students to fit into a rigid system.
Parents must demand better from school districts that continue to leave students with disabilities behind. Children should not have to change districts to receive a quality education. Every Michigan school should provide the same opportunities for success.
** Important Note: The challenges Tessa faced at Lincoln Consolidated School District—and now at Saline—are not the fault of the teachers or support staff who worked with her. She was surrounded by individuals who truly cared about their jobs and the students they serve. The reality is that their ability to provide support is often constrained by a "lack of funding or resources." Teachers do not hold the "keys" to the services children with disabilities need—those decisions are made at the administrative level. Advocating too strongly can lead to backlash, which I witnessed firsthand at Lincoln and am experiencing again in Saline. I have seen passionate educators give their hearts to their students, but I have also seen many lose their love for teaching due to the burdens placed on them by administration. Follow the money, and you will find the ones making the rules.
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