I am a mom of a daughter who has complex needs. Bella will continue to require my care as she grows into adulthood since her disabilities prevent her from being independent. I am a mom of a son who, according to medical practitioners, is ‘typical developing’. He is, however, by no means ‘typical’ as he comes with his own set of challenges. Although both my children are on opposite spectrums of growth and development, both constantly challenge me as a mom.

I was lucky to have had positive experiences in Health & Physical Education in elementary, secondary and post-secondary school. I thrived in team sports and competition. Spaces that invited movement, always said 'yes' to me. My relationship with physical activity drastically changed when I learned about Bella's disabilities, and I quickly realized how spaces that invited movement often say 'no' to her. My lived experience as a parent and advocate intersects with my role as an educator. Inclusion hinges on our perception of disability; it’s the key to our approach to creating safer spaces for disabled folks. Creating “inclusive” classrooms goes beyond believing that students with disabilities are entitled to everything their general education peers receive. It’s about how we conceptualize disability. Our classrooms are real, concrete places where we can say 'yes' to disability.