Lisa Snell has written a chilling article about how schools cover for their failures by labelling kids learning disabled. Increasingly, it's not that the child has a problem, but that the teacher does. Increasingly, too, the teacher's insufficiency becomes the child's: children who do not learn certain concepts by certain ages really do become disabled, and really may never catch up. Twelve percent of American schoolchildren are classified as learning disabled--but only 10% of that 12% suffer from severe disabilites. The rest languish in the foggy diagnostic categories created for kids who are easier to label than to teach. There's more, none of it good.