In many ways children have thrived under special education services. Many children with significant needs have been successfully taught in separate programs. The problem lies in our closely following the medical model of diagnosing the patient and prescribing a remedy to relieve the condition. For example, traditional medical practice treats high blood pressure through medication alone. Progressive medical practice, however, treats not only the illness but also employs preventive measures.
Patients learn through diet and exercise to reduce or eliminate dependence on medication.
In special education, we have followed the traditional medical model. We have diagnosed and prescribed interventions for each child, as mandated by law, often for services out of the classroom. Children's learning has been jeopardized because the basic system that is ineffective for them is left untouched. Because the child, not the system, is defined as the problem, children remain dependent on special education. If we can think differently, some promising actions will become more apparent.