The idea of reasonable expectations encapsulates that idea that there are standards that should be met. This idea translates in a great many ways.
As a parent and an advocate, it means:
- I have a reasonable expectation for my children’s special needs to be met while they are in school.
- I have a reasonable expectation for my children’s educational needs to be while they are in school.
- I have a reasonable expectation that both needs are equally important and one should not have to be compromised to meet the other.
For the school staff, it means:
- They have a reasonable expectation not to be endangered by the students they serve.
- They have a reasonable expectation that the supports and resources they need to accommodate their students will be provided for their use.
- They have a reasonable expectation of cooperation from fellow staff members, parents, and even students.
For the child with special needs, it means:
- They have a reasonable expectation to be engaged while at school.
- They have a reasonable expectation of sufficient supports and accommodations to be in place so they can take advantage of their educational opportunities.
- They have a reasonable expectation of sufficient supports and accommodations to be able to meet the demands placed on them in the school environment.
Finding a way to communicate and make sense of the specific requirements that would satisfy these expectations, and to devise a way to provide them, is a big responsibility for everyone involved. It’s not an easy process. However, it seems too often the process is short-changed in pursuit of what is easy or expedient, instead of what is actually required.