From an email some years ago:
" I have a friend who teaches Kindergarten in the town where I now live. She told me that last September over one half of her incoming Kindergartners had IEPs, with most of those children having an ASD."
Well of COURSE they now have IEPs to help them with their scholastic issues. Why? Because the schools now offer services. Why didn't we see kids with these kinds of "needs" in previous decades? Partly because some of those kids didn't even go to regular schools — they were kept at home or in institutions. Those who did go to regular schools just had to struggle along. They rarely had IEPs and such because their parents didn't – couldn’t – ask for services that simply did not exist.
I had multiple needs. What I got were glasses for nearsightedness, speech therapy, and forced right-handedness. I also got told that my difficulties were due to being lazy, stupid, careless, inattentive, rude, or due to inventing problems just to make life difficult for my mother.
What they "missed" was the ADHD, Auditory Processing Disorder, Asperger’s, prosopagnosia (faceblindness) et cetera. Of course, they didn't really "miss" those things, because they didn't have the screening tools (or even the names) for all those things then. (In a previous diagnostic incarnation, ADD used to be known as “minimal brain dysfunction”; charming, eh what?)
Because the school districts did not recognise those characteristics as creating problems for me or for other students, they did not have services for such. That such a large percentage of students are now requiring various accommodations does not mean that we have a greater number of "damaged" children. Rather, it means that we have more students who are actually getting diagnosed as not being able to learn the same way as most of their peers.
It also means that we have an educational system that is poorly – too narrowly – designed to teach children. Too often children are faulted for "being problems" rather than for "having different needs". And quite often it's not necessarily the child that has the problem; it's the way they educational process is set up.
When people cannot work well in human-designed environments, it is not the fault of the people; it is bad design.