Passage 1
In the ideal world everything would be nice, even, and smooth
—
including of course education. Schools would be designed for everyone, giving equal weight and emphasis to every student.
However, in the jagged (
纷繁复杂
) world of the reality that we actually live in, this is not possible, and we should wean our minds away from this sort of romanticized, idealized thinking so that we can tackle our problems more realistically. The reality of the matter is that we cannot conceive a blanket policy that can cover the educational need of every student. We must base our policies on the reality of the educational needs of every student, not the idealism of what we have traditionally come to define as ‘good’ and ‘equal’.
The case in point is that of students who have exceptional emotional, physical, or social difficulties. These students cannot be lumped together with Joe, Jane, John, and Joan just so that the adults can feel ‘everything is nice and fair.’ We are doing a disservice (
伤害
) to these students by making education even more difficult than it already is; we are turning them off from learning. There is nothing wrong with providing extra care to certain students, and our basic problems here are not these special students, who clearly need more guidance (be it physical, emotional, or educational) but the adults who regard ‘care’ as a stigma (
耻辱
).
It is not so much the young students, but the adults who cannot bear seeing, realizing, and accepting that a certain student is not like the others
—
and it is the same adults who instill these values in their kids. They want to lump all students together, make them conform to the ideals of ‘good and fair’ they hold, and so, in the process, the real student is sacrificed. Why should every student act, feel, and do like Joe and Jane? Not everyone is like Joe and Jane, and therefore, educational policies should take this fact into account.
About 12 percent of all teenage students in the United States fall into the category of special students. As these students are exceptional due to natural or social reasons, their need for support and education is also exceptional.
51
．
What is the writer mainly trying to express?
A
．
Special students need special education.
B
．
Parents are the key to all educational problems.
C
．
About 12% of the educational policy should be addressed to special education.
D
．
Ideal world is different from the real world.
52
．
What is one of the key obstacles to implementing realistic educational policies?
A
．
special students
B
．
western thinking
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