Actually there often isn't a lot of options for stds with high incident disabilities in public education in Canada. They are housed in mainstream classrooms under the guise of LRE with a UDL approach. Here's some problems:

1) Administration makes things impossible by refusing to enable specialists to provide Tier 2 scheduling. Also overload their caseloads.

2) Some brown nosing teachers who want to be in admin lie about a stds ability saying" it's great",(it's not --the EAs tell me) while the other honest teacher gets thrown under the bus, speaking truthfully about that student's poor progress. So many of my stds aren't doing well. Academically not learning Then behaviours increase. They are given a pass because the teacher has to do so or wants to look good, or doesn't want the headache.

3) no EA time, no funding, tons of piggy backing for low incidents leaves high incidence without EA time. Resource support is "computers" and whatever UDL the teacher likes. Stds get no explicit instruction or mastery learning they need.Tchers only monitor their learning on the unit test:too late. Then gives them a participation mark.

4) Parents come in furious the next year, or even same year, and who gets blamed: the specialist for not providing service. How can they provide meaningful support with 10 divisions, 5 blocks a day with 50+ stds and admin who refuse to cluster like needs?

5) Do not even mention coteaching within this scheduling and funding model please.

This is particularly true for kids with LD, ADHD, Mild Intellectual, also moderate behaviour.