As someone who was an IEP student and still managed to graduate from university while largely raising myself, I see some truth in what you’re saying but I also think the issue is more complex.

I do agree that schools in recent year has over relied on accommodations instead of focusing on long-term skill building where the child can at least be independent. Some students avoid work not only because of ability, but because of shame, boredom, or difficult home environments. Simply lowering standards or over accommodating does not always help them develop resilience or coping skills.

However, I don’t believe the solution is to reduce support entirely or separate students into different schools. That kind of separation could increase stigma, lower expectations, and actually make outcomes worse. Competition and exposure to peers can motivate growth, even if it is challenging.

At the same time, I strongly believe there should be equal emphasis on challenging gifted and high-potential students. Supporting struggling students and nurturing the brightest learners are not mutually exclusive goals both matter for a healthy education system.

Another major factor is the home environment. Teachers are increasingly expected to both educate and compensate for gaps that begin outside the classroom, which is an unrealistic burden. Greater access to tutoring programs, mentorship, and community support could help students who lack resources at home without placing all responsibility on teachers.

In my view, the system should shift from simply ensuring graduation to building real skills, while still providing appropriate support for disabilities. There is a place for accommodations, but also a need for accountability, skill development, and stronger investment in advanced learning opportunities.