When “Doing Fine” Isn’t the Whole Story

Every few years, a familiar argument about students with disabilities rears its ugly head again. Critics say that special education has become bloated, and that students with milder disabilities are taking resources from kids who really need them. They argue that it’s time to scale things back.

This might sound reasonable, but there’s more to the story than these sweeping generalizations.

If your student’s disability-related needs aren’t being recognized, or accommodations have become a point of conflict, call the Student Defense Team at the LLF National Law Firm at (888) 535-3686 or contact us here for a confidential consultation. We work with students and families navigating school discipline, academic misconduct, and educational rights disputes every day.

The Reality Behind “Doing Fine”

Grading systems aren’t necessarily the best tools for evaluating student progress, in part because they aren’t an accurate reflection of the whole story. A student who’s struggling with ADHD, dyslexia, or another learning difference can get good marks, but what isn’t always apparent is that they’ve been working much harder than their classmates to earn those good grades.

In other words, a B+ might seem like proof that no support is needed — the student is doing “just fine” without any extra help. A lot of the time, however, the student is working furiously underneath the surface to achieve the same outcomes as their peers.

Naysayers claim that accommodations, such as extended time or a quieter testing environment, give that student an unfair advantage, but in reality, they are just leveling the proverbial playing field. Rather than giving the student a leg up, such accommodations help teachers and administrators evaluate the student’s learning on its own merits.

Access and the Role of Resources

Here’s a question worth asking. If a significant — and growing — number of students require accommodations just to function at an acceptable level, maybe it’s time to stop looking at individual disability. Maybe it’s a matter of acknowledging that deeper issues have led to a dysfunctional system.

There’s no denying that resources are finite, and that’s a genuine hurdle. Unlike access, which should be egalitarian across the board, there’s only so much time and money that can be allocated to students with special needs. But denying those students who are “doing fine” the support they need doesn’t free up resources for others whose needs are more evident. It just means a larger cohort of students going without, and more questions about why there are so many of them.

Why This Conversation Matters

Federal law — primarily the Individuals with Disabilities Education Act, or IDEA — is intended to give struggling students evaluations, accommodations, and individualized support. While calls to scale back IDEA are often framed as efficiency measures, it actually means closing doors for students whose needs are genuine, if not obvious.

Most folks agree that equal opportunity is a laudable goal, and one worth pursuing. However, where differences arise is over what “equal” actually means in a classroom where students don’t all start from the same place.

When Your Student Needs an Advocate

It requires an experienced advocate to help families push back when schools aren’t recognizing a student’s needs. If your student is one of those who are doing “fine” on the surface, but struggling behind the scenes, get in touch with the Student Defense Team and the LLF National Law Firm by calling (888) 535-3686 or contacting our team today.