Letter to the Editor: The education system often fails students with physical or cognitive disabilities
Throughout my years in public school, I’ve noticed a recurring issue in my county: the education system often fails students with physical or cognitive disabilities, particularly those with immigrant parents. One of the most significant challenges these families face is the language barrier that separates them from school staff and teachers. This issue isn’t discussed enough, yet it plays a critical role in whether these students receive the support they need to succeed. When parents struggle to communicate with educators, their children miss out on essential help to thrive academically.
It is vital for special needs students to receive proper support, especially in a public education system focused on standardized testing and rankings. This culture of competition does not accommodate students who learn differently or pursue unique passions. We cannot expect children to excel in a system that isn’t built for them. Schools need to adopt a different standard for these students—one that goes beyond meeting legal requirements and focuses on doing what is right for our most vulnerable children and families.
The lack of support for these students also reflects a deeper societal disregard for their well-being. I’ve often heard younger generations make jokes about children with special needs. This behavior is a symptom of a larger problem: society’s failure to recognize and respect the importance of supporting these children. These jokes send the wrong message—that it’s acceptable to ridicule those who are different. We must do better as a community to ensure children with disabilities feel valued and understood, and that their families’ voices are heard.
I’ve experienced this issue firsthand. Coming from an immigrant family with a sibling who has special needs, I witnessed my parents struggle to navigate the school system to secure the resources and care my sibling required. It wasn’t just the teachers who found it challenging to support my sibling in the classroom—my sibling also felt outcast and neglected by both the school system and society. The toll on my parents was immense; they faced constant stress trying to advocate for their child while grappling with language and communication barriers. This stress impacted my entire family, creating a cycle of frustration and anger.
Another example comes from a family friend, a single mother raising a child with severe autism. Her child’s condition prevents effective communication, and the mother struggles to convey her child’s needs to teachers. Even when the school acknowledges the child’s needs, it often fails to provide the necessary resources. Families like hers, and mine, are too often ignored and pushed aside. The school system, which should nurture and support students, leaves these families to fend for themselves, isolating them in the process.
To address this issue, we must implement solutions that ensure students with disabilities receive the care and resources they deserve. Schools should provide legal-backed programs that guide parents on improving their child’s nutrition, behavior, and well-being. Many parents are uncertain about how best to support their children and are left to seek help outside the school system. Mandating these programs would guarantee consistent and accessible support.
State and local governments should fund expanded early intervention programs for children with disabilities. These programs could include developmental screenings and immediate access to specialists, such as speech or occupational therapists, to provide expert advice and strategies for families. A comprehensive approach like this would address students’ immediate needs while creating a sustainable support system for families navigating the education system.
Staffing for special needs students is often a challenge, but schools can partner with universities to recruit students studying education, psychology, health, or special education. These partnerships would provide real-world experience for future professionals while offering much-needed assistance to families. Additionally, governments could incentivize collaborations between schools, community organizations, and healthcare providers to build a holistic support network for these families.
Teachers also need to be better equipped to support special needs students. A statewide special education training program would enhance teachers’ ability to meet their students’ diverse needs and implement inclusive, individualized learning strategies. This training would also set an example for other students on how to treat their peers with respect and understanding.
Finally, we must rethink the accountability system for schools. Policies should require schools to measure not only academic performance but also how effectively they support students with disabilities. Regular evaluations of resources and programs would ensure schools meet the needs of these students and their families.
Lenoir County Public Schools, as a small district, has a unique opportunity to lead by example. This is a chance to build a culture of inclusion and support—one that shows every child, regardless of ability, is valued. Students with disabilities are not “a problem”; they are people with the same desire to learn, communicate, and connect. However, they cannot do so without our help. By investing in these students and their families, Lenoir County can become a model for other communities across the state. Together, we can shine as a small light of hope and inclusion for others to follow.
Destiny Hernandez
Sophomore, Lenoir Early College High School
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