Special education outcome data over time indicate that labeling and self-contained programming negatively impact the learner in terms of: achievement, self-esteem, school graduation/dropout, "true" friendship development, name calling, generalization of skills, employment and/with benefits, college readiness/attendance, etc. As a nation, we have not valued diversity. As a result, we have sadly had to legislate it to protect individuals. E.g. NCLB, IDEA, etc. The traditional system of labeling and placement is often adult driven and not necessarily student driven - this can be mystifying to families and others because it is cast to be in the best interest of the student. The social construction of disability and the segregation of individuals is what must be unlearned. Goal should be to not need special education services, and when they do, work to dismiss. Implications for early childhood staff: identification must be rigorous and accurate, placements must include non-disabled peers and research-based curriculum by the teachers most trained, related services should align to the goals and support the instruction while being delivered in the student's natural environments to maximize transfer of skills. Kurt A. Schneider, Ph.D. Director of Student Services Stoughton Area School District Stoughton, WI 53589 608-877-5041 (office) 608-877-5038 (fax) As of July1, 2012 Asssistant Supt. of Teaching and Learning Hinsdale 181 Public Schools Hinsdale, Il www.d181.org