In their book, From Emotions to Advocacy, Pete and Pam Wright outline the most common objections confronted by those who advocate for special needs students:
  1. Insistence on adhering to longstanding policies and procedures (We've always done it this way).
  2. Resistance to making exceptions (If we do this for Allison, we will have to do it for everyone).
  3. Resistance to setting a precedent (This will open the floodgates and all the parents will want these services).
  4. Insufficient training (Our teachers don't know how to do that…).
  5. Insufficient staff (We simply don't have enough people to do this…).
  6. Unavailability of services (Our school doesn't do that… we never have!).
  7. Commitment to a one-size-fits-all approach (All of our students with LD use this reading system).
  8. Insufficient Funds (That would cost too much… we don't have the money).
  9. Overwhelmed (We've never seen a kid with such complex needs before…).
  10. Lack of understanding of legal aspects (Even if the law requires it, we can't do it…).

You should prepare effective, accurate, and appropriate responses to each of these objectives BEFORE you approach the powers-that-be with your proposals.

Although these objections are understandable from the other person's perspective, all of them are contrary to the letter and spirit of current Special Education law.

The Wrights cite an eye-opening 2001 study conducted by Galen Alessi. She reviewed 5,000 evaluations written by school psychologists in order to determine the factors the psychologists felt were contributing to the child's failure/frustration in school. She listed five factors (inappropriate curriculum, ineffective teaching, ineffective school management practices, inadequate family support, child-based problems/disabilities) that are widely accepted as reasons why kids fail in school.

Her review found that in 5,000 reports, the factors listed above were cited in the following manner as primary causes for the child's failure.
Inappropriate curriculum
0% times
Ineffective teaching practices
0% times
Ineffective school management
0% times
Parent/home factors
20% times
Child based problems
100% times

When in doubt, blame the victim!