Is it really so hard to make reasonable adjustments?

This is our lesson tonight. You’ll notice my son sitting on his foot. Throughout the lesson, he was up and down. Twiddling with his water bottle. On both knees. Shifting his weight. Circling his hips while kneeling. He needed to move.

And yet, his engagement was immense. His talk with his partner was confident and natural. His partner didn’t mind—in fact, they listened and responded just as they should.

Did I allow this because he’s my son? No. I allowed it because it’s what he needed.

An inclusive classroom isn’t about special treatment—it’s about recognising what each student needs to thrive.