I was blind as a bat when I was a kid, no one says I was disabled, I just had to sit at the front of the class and have my glasses be made fun of
tomado09 on
Because bad behavior is considered a disability. Acting out in the classroom enough gets a kid the designator: “Special Ed”.
Swiftbow1 on
It’s a cultural shift away from overcoming adversity and instead finding something to blame for your lack of success.
It needs to stop. Because this kind of crap destroys civilizations.
bw2082 on
So that they can be dependent on the state for the democrats and socialists.
Academic_Court_47 on
Every issue that isn’t normal has a medical diagnosis attached to it along with some sort of medication the children should be taking
Mysterious_Main_5391 on
Don’t schools get extra money for each “special” kid?
Uller85 on
One reason could be if you need some sort of support from the system for your child you are always required to have some sort of medical diagnosis before hand.
UncleGrimm on
> Many of the ‘behavioural problems’ now designated to children have always been part of family life. Disobedience, aggression, disruptive and anti-social behaviour – now defined as ‘oppositional defiant disorder’ – have always posed a challenge to parents and schools. Yet these difficult patterns of behaviour are now often branded as psychological or medical issues. And so they become accepted, rather than something to be amended by adult guidance or firm discipline.
I feel like this makes a pretty massive leap by assuming that labeling a behavior somehow removes the ability or incentive to correct it. It’s not like a doctor hands out an ODD diagnosis and then says, okay, cool, let this kid throw chairs at people forever. If anything, the diagnosis is supposed to provide a framework for interventions that actually work, because clearly, the standard firm discipline wasn’t working for these specific kids in the first place.
There’s a massive difference between a kid being bratty and a kid having a consistent, pathological inability to regulate their responses. We ask kids to sit still in a classroom for eight hours a day in a highly structured, digital-heavy environment that didn’t exist fifty years ago. It’s possible that what we’re seeing isn’t a sudden explosion of disability, but rather that our modernized and digitized approaches are surfacing neurological outliers that would have gone unnoticed in a more manual, active economy.
8 Comments
I was blind as a bat when I was a kid, no one says I was disabled, I just had to sit at the front of the class and have my glasses be made fun of
Because bad behavior is considered a disability. Acting out in the classroom enough gets a kid the designator: “Special Ed”.
It’s a cultural shift away from overcoming adversity and instead finding something to blame for your lack of success.
It needs to stop. Because this kind of crap destroys civilizations.
So that they can be dependent on the state for the democrats and socialists.
Every issue that isn’t normal has a medical diagnosis attached to it along with some sort of medication the children should be taking
Don’t schools get extra money for each “special” kid?
One reason could be if you need some sort of support from the system for your child you are always required to have some sort of medical diagnosis before hand.
> Many of the ‘behavioural problems’ now designated to children have always been part of family life. Disobedience, aggression, disruptive and anti-social behaviour – now defined as ‘oppositional defiant disorder’ – have always posed a challenge to parents and schools. Yet these difficult patterns of behaviour are now often branded as psychological or medical issues. And so they become accepted, rather than something to be amended by adult guidance or firm discipline.
I feel like this makes a pretty massive leap by assuming that labeling a behavior somehow removes the ability or incentive to correct it. It’s not like a doctor hands out an ODD diagnosis and then says, okay, cool, let this kid throw chairs at people forever. If anything, the diagnosis is supposed to provide a framework for interventions that actually work, because clearly, the standard firm discipline wasn’t working for these specific kids in the first place.
There’s a massive difference between a kid being bratty and a kid having a consistent, pathological inability to regulate their responses. We ask kids to sit still in a classroom for eight hours a day in a highly structured, digital-heavy environment that didn’t exist fifty years ago. It’s possible that what we’re seeing isn’t a sudden explosion of disability, but rather that our modernized and digitized approaches are surfacing neurological outliers that would have gone unnoticed in a more manual, active economy.