When Policies Create Barriers Instead of Inclusion
Parents of children with disabilities know the fight for inclusion is never-ending.
Schools will tell you they support all students, but when it comes to extracurricular activities, field trips, and social events, the reality is different. Instead of outright denying students with disabilities access, schools create so many barriers that participation becomes impossible.
This happened recently at a middle school dance and an overnight class trip to Chicago. The school followed the legal minimum for compliance but failed to provide real, meaningful access for students who needed accommodations.
The Dance That Never Happened
Months ago, I bought tickets for my daughter, Tessa, to attend the Snowball Dance. She was excited—she had a beautiful blue dress and glittery silver high-tops, ready for a night of fun with her peers.
But I knew she needed some extra support. Large crowds and loud music can be overwhelming for her, so I asked if she could attend with her behavioral technician, Mallory.
Tessa’s teacher asked the administration if this was okay, with no response. Then, less than 24 hours before the dance, I was suddenly informed that Mallory needed additional paperwork to attend.
By that point, it was impossible to get it completed in time. Tessa does best with organized chaos and not the chaos of children screaming, horseplaying, and running around the room. This anxiety/trauma response is much different than the trauma response that the school has seen before. To head this off and help Tessa understand that she is safe and in a supportive environment, it calls for a higher level of support. Had I known they were not going to allow Mallory to attend, I would have asked the school BCBA for help. I was trying not to burden the school—I was trying to make it successful for all.
What would have happened had Tessa broken down? What if she bit another child? Her teacher? Although they are not supposed to hold her accountable for behaviors due to her disability, I did not want to take that chance with my daughter. I also wanted my daughter to maintain those peer-to-peer relationships within the neurodiverse community. Had she responded negatively and aggressively, they may have changed their perception of her and become scared of her.
I’ve heard from parents that several students with developmental disabilities who have displayed aggression in some settings were later subtly made aware that school functions weren’t necessarily "the right place" for their child. OR, their concerns were never addressed—out of sight, out of mind. The school waits for the parent to bring it up rather than proactively offering solutions.
This is the same reason my child is not in her Least Restrictive Environment (LRE)—which I will get into in another article.
And just like that, Tessa was excluded. Not because she couldn’t handle the dance, but because the school waited until the last minute to put up a roadblock.
The Chicago Trip That Required a Parent to Attend
Then came the overnight class trip to Chicago.
The school had a policy stating that students must be independent in getting up and ready in the morning to attend. But where was this policy written? Where was the data proving that certain students, like Tessa, couldn’t meet this expectation?
Instead of assessing students as individuals, the school placed a blanket requirement on Tessa and another student with disabilities:
Their parents had to attend as chaperones if they wanted to go. This puts a $1000.00 difference for children with developmental disabilities versus their neurotypical peers.
Other students didn’t need a parent present. Only the students with disabilities had to bring one.
In addition, the financial burden on parents of children with disabilities is significantly higher. Not only are these parents expected to pay for their child’s participation, but they also must cover their own costs to attend—a cost that other families are not required to bear.
This isn’t inclusion—it’s a barrier disguised as policy.
It’s a quiet way to exclude students without explicitly saying, “You can’t go.”
A Systemic Issue Across Michigan
These incidents are not isolated. Across Michigan, schools are creating subtle exclusions for students with disabilities by:
Delaying accommodations until it’s too late to make them work.
Requiring parents to attend field trips, creating financial and logistical burdens that don’t apply to other families.
Failing to communicate clear policies about participation, allowing them to arbitrarily enforce rules against students with disabilities.
Michigan schools must stop creating last-minute roadblocks and start focusing on true inclusion. If a student requires accommodations, schools should proactively provide solutions—not last-minute excuses.
Parents: Speak up. Demand transparency. Advocate for inclusion. And for all that is holy, do not settle for your kid fearing a backlash. The future of our children depends on it.
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