No. This site documents systemic failures, not individual moral failings.
Teachers are working within impossible conditions created by chronic underfunding.
When
- a teacher cannot provide the regulation support a disabled child needs,
- a principal deploys collective punishment rather than adequate supervision, or
- a school refuses accommodations that would prevent crisis cycles,
these actions are not best understood as personal cruelty or indifference.
They are rational responses to structural constraints that make genuine inclusion extremely difficult under current resource allocations.
The problem is not that individual educators harbour malice toward disabled children.
The problem is that the system is designed to make inclusion fail.
What those constraints look like in practice:
- Classrooms of twenty-seven students with insufficient Educational Assistant support
- No access to specialists who could provide sustained therapeutic relationships
- Infrastructure that does not accommodate diverse sensory needs
- No time for the regulation → reconnection → reflection sequence that would turn behavioural incidents into learning opportunities
Administrators, in turn, are forced to allocate resources across impossible competing demands—knowing that every choice to adequately support one student necessarily means inadequate support for others.