I was shocked when told by an instructor a while ago that some parents were disinterested in their children learning, or with any normal or accelerated progress, quote unquote, out of concern for continued qualification and receipt of “benefits” for their “learning disabilities.” I was more so shocked that this instructor and school administrators appeared to comply with the parents’ wishes, and even went so far as creating obstacles for me as I endeavored to teach the students.

I was really baffled, as I’d been hired to assist with teaching, and had never heard of parents or schools coercing ignorance for profit. I had a conversation with someone who was less indignant on the issue than I was, and asked that I consider that that is the only means of keeping a roof over some children’s heads.

Though certainly sympathetic of the reasoning of some parents, and determined that those issues too should be addressed, when considering the potential of many of the children I’m referencing, most of whom actually want to learn, my position is unwavering.

Additionally, the cost of ignorance far exceeds investments in sound education. Ignorance costs the government millions of dollars each year, those paid in benefits for “learning disabilities” and benefits paid permanently to some individuals who are crippled primarily by the desire for ready comfort or relief from poverty.

Confining a child with illimitable potential to a life of poverty  for ready comfort and convenience is not the answer. When ignorance is encouraged proactively, in fact, it is no less daunting than chattel slavery, which hinged on ignorance.

That is not to downplay the fact that there are those who do have learning disabilities, but to point out that many claims are unfounded and frequently cloak destitution, social abuse/racial discrimination, etc. in some instances.

How about offering incentives, i.e. special monetary bonuses to schools and such bonuses and increased public benefits, housing, learning and employment opportunities to parents of “special” students who demonstrate academic progress that would better incline the students to self-sufficiency and subsequent alleviation of burden on the government…

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