The article, written by Park Hye-hyun, a special education teacher at Pungkwang Elementary School, reflects on a pivotal experience in her classroom. On a spring day, a student with autism displayed distress by screaming and banging on his desk, which made the teacher contemplate the underlying communication behind such behavior. While most people may interpret such outbursts as problematic, the author argues that they are cries for help that reflect a different understanding of sensory experiences, suggesting that these individuals often perceive the world in ways that others cannot appreciate.

Park emphasizes that society often fails to recognize the deeper messages conveyed by developmentally disabled individuals, relating her own physical disability to that of her student’s cognitive struggles. Both face barriers, albeit of different natures: while she encounters physical obstacles, her student confronts psychological barriers in communication. The solution, as articulated in her metaphor of 'inclined planes of the heart', is to develop empathy and understanding so that teachers and classmates can respond to such situations with patience and compassion.

The article ultimately calls for a shift from merely including disabled students in classrooms to fostering a more profound culture of empathy and understanding among all students. True integration requires students to learn to wait and provide support when they notice peers like Min-su are in distress, which the author refers to as building 'empathy muscles'. She advocates for societal change that goes beyond legal frameworks to truly prepare individuals emotionally for inclusive education.