If people are competing to get services, they are finding that putting a label on a child gets them services. To me, that would be overclassification. While the regulations spell out the eligibility guidelines, critics argue that in some categories, the criteria are so vague that they could cover a wide array of problems that don't rise to the level of disabilities. They also cite a gender disparity. A team that includes the classroom teacher, special educator, parents and a school district representative makes the decision on whether a student qualifies for special education.
Parents have the right to appeal the outcome.
While the number of special education students in 1999 nearly equaled the 1990 numbers, special ed staffing nearly doubled, from 2,064 in 1990 to 4,085 in 1999. Most of that growth falls in the category of classroom aides, whose numbers grew from 1,186 to 2,838, or a 139 percent increase, according to the department's 1998 report on special education. The number of teachers grew during that time from 878 to 1,247, or 42 percent. Those numbers trouble Sen. Nancy Chard, D-Windham, who chairs the Senate Education Committee. I think there has been a pattern.