lassroom to just muddle through" (Hill, 1998; p. C01). Those less charitable maintain that schools want as many children as possible to be labeled with some sort of disorder-state and federal funding received for those children is nearly twice that of those remaining in the standard classroom.
             Robert Heller, director of the Center for Learning Abilities in Marietta, Georgia, speculates, "I'm 64. When I went to school we didn't have any LD kids; we didn't have any ADD kids. You had bad actors. They got sent down to the assistant principal, and they got straightened out real fast. The real beef that I've got with this whole labeling thing is if the kid doesn't get what the teacher is saying, is it a matter of failure to communicate eff
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