Over the last decade, programs to accommodate students with disabilities have been installed at most institutions of higher education, spurred largely by government mandate. Like George W. Bush’s failed No Child Left Behind Act, with Title I provisions to aid the disadvantaged, the thinking is that no student should be left behind owing to disability. This measure is a subset of the “social justice” movement that seeks to equalize job and social outcomes irrespective of talent, competence, personal input, and professional responsibility.
Nobody wants to de-privilege the disadvantaged or the suffering. The disability fetish, however, has adversely affected the performance of the average student, created enormous difficulties for teachers, and complicated administrative procedures to the point of functionary chaos.