In this article, we learn that students pegged for evaluation may be struggling due to disrupted learning or show trauma-related behaviors — and may not have disabilities at all.

“Districts must ensure that a lack of appropriate instruction in reading and math and limited English proficiency are not determinant factors in referring children for special education. This is especially important under the “Specific Learning Disability” category. This means states and districts must address instructional loss for all students while reserving highly specialized instruction, services and accommodations for students with documented disabilities.

Issuing blanket referrals for large numbers of children would not only create stress and anxiety for families as they navigate a complex and often contentious process, but also impose onerous procedural requirements on schools and districts for conducting timely evaluations, developing individualized education programs and providing robust specialized instruction. It would also have a tremendous impact on school staffing, funding and academic performance.”

Great! This, and the shortage of special education teachers…