This is how you demonstrate that you should not be making decisions about childhood education in two answers. What you are advocating is to essentially make ev

This is how you demonstrate that you should not be making decisions about childhood education in two answers. What you are advocating is to essentially make every class a special education class serving the students with the lowest abilities. This won't bring those with learning dysfunctions up, it will only serve to bring the rest down while also building resentment towards those with dysfunctions. And even gifted students need guidance. While they may be able to learn material on their own, knowing what material exists isn't something that is granted to one at birth. And it's not a guarantee that their interests will always align with what is necessary to learn. Your statements are also kind of contradictory. You want to eliminated gifted education and put those students in normal classrooms. When I ask if you'd be fine with putting normal students in classes with those with dysfunctions with the explicit goal of helping those students, you said fine. But then you said gifted students can take care of themselves. So why would they go to class in the first place. So, by your answers, you want to eliminate resources for children with learning dysfunctions and allow gifted children to skip school if they want. There's no way to reconcile the disparity between acknowledging that children with learning dysfunctions need additional resources and ignoring that gifted children are also a special case of student that need additional resources. Either you wind up advocating for the complete elimination of additional resources, acknowledging that not all students need all the same resources, or trying to pretzel yourself in a way where you can knock the gifted children down a peg while keeping the children with dysfunctions away from the general classes.