Course correction refers to the need for a meaningful shift in how education systems respond to disabled students and their families when current practices are failing to deliver on legal and ethical commitments. While policies often promise inclusive education and human rights protections, families frequently encounter barriers such as delayed accommodations, exclusionary discipline, inaccessible environments, and processes that place heavy advocacy burdens on parents. A course correction recognises that these outcomes are not simply the result of isolated mistakes but reflect systemic patterns. When the gap between policy and lived experience becomes persistent, incremental adjustments may not be sufficient. In this context, course correction means re-examining assumptions, structures, and resource allocation to ensure that the right to education is realised in practice. It involves shifting from reactive responses and procedural compliance toward proactive systems that make learning environments accessible, safe, and supportive for all students.