For our young students, elementary school can be exciting each day provided they have just an inkling of motivation. The students with and without disabilities learn camaraderie together, including when it stretches out after the three o’clock bell rings ending the school day and outside of the school walls. However, as time passes, their competitive confidence, often attached with their self-esteem, goes in one direction or the other. When high school arrives, much is aligned with successfully competing. For this writing the competitive environment mostly relates to on the ballfield, but also includes speed skiing, or skating competitively in the hockey arena, and importantly carries into academics. The pressure felt and stress dealt with in high school, can be daunting, certainly more than a student with disabilities, such as he or she identified as having autism spectrum disorder (ASD), can properly articulate. Articulation skills are an area that, at least to some degree, are lacking in these students. So, a natural gravitation is to just get by. Just avoid competition, avoid having to explain, avoid having confidence, and avoid expressing anything based on your self-esteem as it relates to winning a competition. As an example, furthering this confidence issue, Glazzard (2010) explains in his findings that students with dyslexia are significantly affected by the disability and when comparisons were made against others such as peers, teachers and family, there was impact regarding their self-esteem. Further, he stated that ‘early’ diagnosis of dyslexia is vital to providing an opportunity for a positive self-image to manifest itself and grow as the child does. Early diagnosis of dyslexia, like other disabilities, has an importance factor that is clear. The same can be said for early intervention and going after the root of a lack of competitive confidence and self-esteem, which is the participation factor. The earlier the better. Bobbio (2009) provided similar helpful insight with regards to the correspondence between physical activities and self-esteem. His study included 211 young adults. Groups were formed that included athletes, non-athletes, and those with an admitted tendency to spend much time seated and or are somewhat inactive. As hypothesized, the inactive group results provided a significant difference compared to the other two groups. The self-esteem scores were much lower. Continued>>see Children with Disabilities>>