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The staff training, especially for those who are not trained in special education, is often lacking for sure. The bandwith issue can be real since we often overload classrooms and write variances to extend the numbers we can have in the classroom. We will talk about ways to hand that in future modules.

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You are answering the prompt: What are some barriers to including students with disabilities fully in our general education classrooms?  This is a big question that will guide the course.  You may not feel comfortable answering it now, but try your best.  We will grow from this response.

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The most prominent barrier to including students with disabilities in our general education classrooms is that these students lack some of the abilities that their non-disabled counterparts have. While it is extremely important to make every effort to include students with disabilities in general education classrooms, students with disabilities often require extra supports to perform as well as their peers. Supports needed will vary, so every student will require different accommodations and adaptations depending on where they struggle. However, while including these extra supports may seem like a barrier, it is important to note that every single student is unique, regardless of ability, which means that every student will require a slightly different education. Students with recognized disabilities just often require more adaptations than students without recognized disabilities.

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Barriers to gen ed inclusion - Joslin Buhrman

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Barriers to gen ed inclusion - Joslin Buhrman

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I think class sizes are a significant barrier right now. The more students there are in a single gen ed classroom, the more difficult it is to give the attention needed to the students who need supports (as noted in the example in the lecture video with the sample 26-student classroom). Some schools are instituting ICOT (integrated co-teaching) classrooms, which are gen ed classrooms with two teachers. If a student with emotional disturbances has an outburst, the special ed co-teacher can manage that while the rest of the class learns. Unfortunately not all schools offer or can afford this.

Financial resources would also be a factor. The less funding a school has, the less specialists can push in or pull students out for supplemental help. In such cases I would imagine it is considered best to err or the side of moving the students to a 12:1:1 or other special needs classroom, which may violate the LRE clause of the IDEA.

This is definitely a difficult subject, particularly with students who experience emotional disturbances. Where possible and affordable, specialists do help bridge the learning gap for students with special needs. Emotional disturbances are usually unpredictable in both timing and severity. A single student with emotional disturbances can derail the learning of the entire class, and in some cases cause dangerous situations for themselves or others. I don't know what the solution is to that, so I look forward to reading/hearing more about how determinations are made as to whether such students can remain in gen ed or would perhaps benefit more from another environment.

Edited to add: As I was reading Bryant, I thought about my year in a public school. One concern I sometimes had likely stems from the LRE requirement. There were some students who seemed like they would benefit from an obviously needed diagnosis or IEP, or a different classroom environment. But there was pressure to keep them in the general education classroom or to not offer services when that might not be best for the class OR the individual student. There were times where I was absolutely shocked a given student didn't have an IEP and when discussing it with other teachers or TAs they seemed to agree. The red tape of the process meant that a certain amount of time and procedures were needed before the student could be classified or moved. I understand the need for these procedures but it seems a shame for students, teachers, and families to have to wait out conditions that they are fairly confident are not right for that given student.

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Barriers to Including Students With Disabilities in General Education Classrooms:

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Barriers to Including Students With Disabilities in General Education Classrooms:

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I think the main barrier to including students with disabilities in general education classes is the vastly different needs of those in general education classes. Of course, those with disabilities should be included whenever possible, but we have to ensure that the students get the necessary accommodations and/or modifications that they need. Some might require a quieter environment than exists in the general education classroom, some might have a schedule that doesn't allow for inclusion in general education classes all the time, etc. Included in this issue is that general education teachers, without the specific and detailed knowledge of special education, may not have the capacity or knowledge needed to best comfortably challenge those with special needs. In my opinion, improvements in technology have made inclusion easier, and I hope this focus on inclusivity and ensuring that those with disabilities are put in the least restrictive environment continues.

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I think the main barrier to including students with disabilities fully in general education is students with disabilities may require different education standards than the general education classroom, and students with learning disabilities will likely need additional resources that are just not possible in a general education classroom. Some students may need more one-on-one learning, and others may need more stimulation than available in a general education classroom. If a student is able to succeed in a general education classroom, then their should be a push to give that student the opportunity to learn with their peers and gain social skills like the other students, and I think this social component is extremely important for disabled students. If the student does require more resources than a regular classroom, though, the student should have the option for a more personalized education environment.

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I believe many students are faced with physical barriers in their classrooms. Unless a building is new or has been recently renovated, the original construction was meant to accommodate the "standard" student. As communities grew, classrooms needed to be retrofit for Kindergarten, UPK, resource rooms, etc and in many instances the desks, seating, closets, sinks, shelving, and toilets are not age-appropriate and can only be accessed with step-stools and adult assistance. Now consider students with disabilities and/or students who utilize assistive technologies trying to access learning in this type of outmoded environment. Wheelchairs, crutches, walkers, AAC devices, screen readers, visual alerting systems, and similar aids are not easily accommodated in older buildings and may lead to arrangements that make classmates feel excluded or othered.

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I think of the biggest barrier to fully including students with disabilities in general education classrooms is the way we use labels and language. When students are described primary by what they " can't do" it creates a mindset that limit their potential. I've notice that even well-meaning educations sometimes intentionally reinforce these ideas, which can affect how students are treated and how they see themselves.

I also think racial inequalities play a role. From what I read in Bryant's Teaching in Inclusive Classrooms, student of color is often overrepresented in special education, and that's not just about disability, it's about systemic bias. These students may be place in separate settings or denied access to challenging curriculum, which make true inclusion hard to achieve.

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Students with disabilities come in various forms, which makes a generalized answer to the question nearly impossible. Students with disabilities, ideally, need to be assessed on a case-by-case bases. Unfortunately, this is not always possible. For disabilities that, for example, involve behavioral difficulties or frequent outbursts, this can negatively disrupt the classroom flow for other students in the classroom. If the disability interferes with the functionality of the classroom, it would be significantly more difficult to reasonably integrate those students in a general classroom. If the disability is purely individually experienced, such as unable to walk, poor sight or hearing, physically unable to write, or even slower learning, I think these can absolutely be integrated into the classroom with proper accommodations, assistance, and patience. This, of course, usually requires either more resources, time, qualified personnel, and/or money, which can absolutely be a barrier depending on the school or district. This said, this also brings into the discussion of removing students from the social experiences that come with attending a general classroom regularly. School is not purely academic learning, it is also building social skills and connections as a consequence, which I would argue is just as, if not more important than the content being taught. Unfortunately, at this time I do not see a perfect solution for students with more disruptive disabilities, as there are always sacrifices needed to be made, and prioritization of goals.

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As someone who has very limited experience with those in special education-I went to a small private school growing up where there were no kids with any disabilities in the classroom (or even the school as far as I rememeber)- it's difficult for me to come up with a response that feels well put together. However off of the readings in the class so far, and the volunteer hours I had done two years ago in a speical education class I can come up with a few general reasons. One thing I noticed while volunteering was the teacher to student ratio. There was only 2 more kids than teachers/aids, not even including myself. There simply may not be the staff with the correct credentials to fully integrate students in a safe and effective way. The lack of support can make integration feel overwhelming or even unsustainable for the main teachers. Another issue that may arise is the social aspect of gen ed classes. Many students can be judgemental or assume that just becuase their classmate has a disability that they aren't as "smart" as them. This creates a downward spiral for speical education students. Instead of feeling supported and included, this discouragement can have negative affects on progress that could have been made.

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When it comes to inclusion, there are some misconceptions behind including students with disabilities in general education classrooms. The difficulty that lies behind combining the two is there are a few challenges including staffing, time, and curriculum. For example when combining different types of learners, it is helpful to have teacher’s aids or a co-teacher who is certified in special education. This is unfortunately not always possible. Additionally, due to the different paces of learning, there might not be enough time to give individual attention to each student or meet their needs if there is only one teacher. Students with disabilities also either get pulled out of the classroom for services or specialists push in to work with them. This can take away from time devoted to the general education curriculum. There are ways to circumvent some of these barriers but each student’s needs should be analyzed individually to find out which environment is best for them. Individualized Education Plans (IEPs) are very helpful in this regard.

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I think the biggest barrier for including students with disabilities fully in general education classrooms is class sizes mixed with time restraint. Having large classes can create time barriers where it is difficult to accommodate all of the abilities and skill levels within the room. It can also be harder to take the time to talk to students and ensure everyone is understanding and moving along with the material. In larger classrooms students may also feel more intimidated to ask questions, the teacher may be hurrying through materials to make up lost time, and it is harder to know the students on an individual level.

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Some barriers to fully including students with disabilities into general education classrooms include physical barriers, a lack of adequate teacher training, a lack of resources including limited access to assistive technology, and a lack of support staff. Schools, specifically older buildings, may not be fully accessible to all students. For instance, they might not have (or have enough) ramps, elevators, automatic doors, handrails, or other accessible facilities such as adaptive furniture, improved lighting and acoustics, inclusive playgrounds, and accessible restroom facilities. Additionally, the availability of accessible transportation can prevent these students from attending school or school events. Another barrier is that not all teachers have adequate training in inclusive practices or for educating all students. This can lead to an ineffective learning envrionment for students with disabilities. Related to that, there is often a lack in support staff who are trained to work with students with disabilities. This may be because of a lack of funding which may be also be the cause of another barrier: a lack of resources. Inadequate access to assistive technology, appropriate teaching materials, and resources for accommodations hinders effective instruction. Without assistive technology, many students might not be able to access the information needed to learn. All of these barriers can hinder the integration of students with disabilities into general education classrooms.

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Barriers to fully including individuals with disabilities in gen-ed classrooms

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Barriers to fully including individuals with disabilities in gen-ed classrooms

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I think that one of the main barriers to including students with disabilities in general education classrooms is the availability of the necessary supports, particularly in regards to support personnel. This is something I have seen in the school I work in. Paraprofessionals and aides are stretched thin, and many switch between students, making it difficult for students to receive the personal support they need to fully engage in a general education classroom.

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I've thought long and hard about this. I have several years' experience substitute teaching in schools at all levels, inclusive included and a few long term special ed tours. I think the greatest challenges are in pacing and equity so that all kids can thrive. A slower pace is certainly needed in an inclusive room, and sometimes that pace is really too slow for the gen ed kids. Figuring that one out is a puzzle. Some kids are self starters and realize they have some time extra time in the "seams" with which they can either sit still and wait, they can misbehave, they could maybe doodle or sketch. Yea, pacing and equity for all is a real challenge. It's a challenge in any classroom really, but I do think it's exacerbated in inclusive classrooms. Sometimes the fast kid is a kid with an IEP, I should mention that. Those kids are sometimes specialists in their subject of choice.

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This is certainly a loaded question, and one I will likely feel more comfortable answering as the course progresses and I gain more knowledge into the field of Special Education. One barrier that immediately comes to mind is that some teachers aren't properly trained to deal with exceptional learners. They may lack time, resources, or specialized knowledge on disabilities that can make it difficult to connect with and include students in their classrooms. I think social barriers are another issue students with disabilities might face- bullying is an issue, it's something my younger brother who is on the autism spectrum really struggled during his time in school. Unfortunately, kids can be cruel, and mistreatment of peers who have disabilities needs to be addressed. Even some teachers may have these stigmas or internalized biases. I think these social barriers are absolutely worth reflecting on so that we can begin to break them down.

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I feel like a big challenge is that many teachers may feel like they haven't had enough trainings to confidently adapt lessons or provide accommodations for a wide range of learners; and when you are in a room by yourself you are very limited with giving one on one attention. Even if teachers want to be inclusive, they may not know what strategies would be right to use without extra support and it can be overwhelming. Resources can be another but issues; assistive technology, specialized materials, or having an extra set of hands and eyes in the classroom. These resources are not always available or are not available in a timely manor. Another barrier is just attitude and assumptions people bring; sometimes teachers and peers can underestimate what a student with a disability can do and they unintentionally exclude them. On top of all that, there is the massive pressures of the school system itself. Large class sizes, pacing guides, and the push to prepare students for standardized tests can make teachers feel like they don’t have time to slow down or adjust for individual needs. It becomes easier to teach to the middle than to try to stretch in all directions.

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Having worked in schools as a TA and spending several years working in a group home for disabled individuals, I've had some experiences ...

My initial guesses on barriers would be the severity of the disability, the resources allotted to each school, the size of classes, and support outside of school. There are probably more, but these are the initial thoughts that come to mind.

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Disclaimer: this post is done before completing the course, and therefore without a lot of knowledge of special education, so should not be taken as a firm stance.

I believe there are a variety of factors that can make fully integrating students with disabilities. One can include pace of instruction, especially for subjects with strict, hurried curricula where they have a firm deadline to have students prepared for an examination. Without additional support students may have difficulty matching the pace required for success in the course.

If a student with disabilities has frequent outbursts or disruptions of class then that can serve as a barrier to the other students’ success in the classroom.

Another is resource availability. Some students may be able to exceed in the courses mentioned above if they were given appropriate additional support. Additionally, more adults present in a classroom with students with disabilities can help the primary teacher with classroom management.  However not all districts and schools can afford such support in their budgets to meet the needs of their students.

Going along with if a student has access to resources is the current instability of educational funding in today’s political climate. With the massive reduction in the department of education as well as the withholding of funds already approved by Congress, this puts the success of our exceptional students at jeopardy.  Though some funding has been restored, the unpredictability of “for how long” could dissuade people from entering the space as they don’t want to devote their time and effort to something that can be spontaneously cut. Many (if not most) teachers and aides don’t have the luxury of external financial stability and would put themselves in a tenuous situation if their job were to get suddenly cut as a result of a rug pull of funding that supports their position.

A final barrier could be the teachers themselves. Unfortunately, not all teachers are committed to helping all of their students succeed and may be resistant towards having students with special needs in their classroom. Teacher buy-in is crucial when it comes to their success. If a student is feeling unwelcome and ostracized by their teacher then I believe they will be less willing to try and engage in that teacher’s class. At worst, a bad teacher could put them off wanting to try in school at all.

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I noticed a barrier affecting the flow of the class for everyone, similar to what some of my classmates expressed. However, I believe that this statement has both positive and negative implications. I think that you could have a disruption of flow of a class from a child who is not classified as an exceptional learner. In the notes it says to effectively instruct and manage individual learners, you should know your students but also you have to know that nothing is ever going to be perfect and you need to adapt and modify what you are doing to help everyone understand the lesson.

I think another large barrier that we may face to include students with disabilities in general education classes are those stereotypes. Many kids may feel like they are put in a bubble or that they have this thing looming over their head that may make them feel different than everyone else, and a problem with certain disabilities is they may not be able to express that feeling so they may act out and cause problems in class

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With legal requirements and creating a safe and effective learning environment for all children, there are many barriers to including students with disabilities fully in the general education classrooms. Because “students with disabilities” is so broad, I will answer this considering a range of disabilities. Current barriers in Monroe County, NY (and likely elsewhere) are appropriate staffing. Many students with disabilities require the assistance of an extra adult in the classroom whether that be a paraprofessional or a one-on-one aide. Other barriers include appropriately-trained teachers. A teacher with special education certification will need to teach these students so there would likely be staffing issues with this as it’s more specialized. Another barrier I can think of is this may not be the most appropriate environment for the child with disabilities.

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Barriers to including students with disabilities fully in our general education classrooms. 

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Barriers to including students with disabilities fully in our general education classrooms. 

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Some barriers to including students with disabilities fully in our general education classrooms are insufficient resources. Because it is a general education classroom, they will not have directed resources for the student who needs additional assistance. Instead, the student will have limited access to aides, assistive technologies, and adapted materials. I also think that the general education teacher may lack specialized training to properly manage the diverse needs of the student with disabilities. They may not feel prepared to differentiate their instruction to adequately cover their needs.

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I think many barriers to including students with disabilities fully in our general education classrooms exist, but I am not sure of the full scope of these barriers and how they are addressed, so I am looking forward to the remainder of the semester in this course. Some that come to mind include, first, access to technology and resources that allow students with disabilities to participate fully in general education classrooms. For instance, do students who need AT have access to it? In addition, are appropriate faculty/staff resources available, such as general education teachers with adequate training to assist students with disabilities in their classrooms or special education teachers who are available and able to be present if needed? That is, does the district implement the necessary means to help students participate in these classrooms through, say, coteaching? Other barriers could include district and teacher perspectives on integrating students with disabilities into general education classrooms as well as the presentation of the disability itself in students, which could make participation in these settings less important than participation in a curriculum that focuses on meeting their specific needs.

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What are some barriers to including students with disabilities fully in our general education classrooms?

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What are some barriers to including students with disabilities fully in our general education classrooms?

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I believe that some barriers to fully including students with disabilities in general education classrooms are created when there is limited access to educational resources and physical resources due to a lack of funding. Each student with disabilities has individual needs that have to be met, and those needs may require a 1:1 aide, or an aide may be placed in a general education classroom that has more than one student with an IEP. Having more than two students with IEPs may be difficult for the aide since there is only one of them. Trying to keep in mind each student's needs while running around the classroom to help them may be difficult, especially if they aren’t trained properly.  Due to funding, some schools may not have the means to have more than one aide in a room with multiple students with IEP’s which leads to a lack of aide support. There may also be a lack of funding when it comes to assistive technology, which helps many students overcome many instructional challenges they may face. Additionally, assistive technology aids students with their independence, which is incredibly important. Physically, there may be a lack of building accessibility, such as ramps and elevators, due to funding, which makes it harder for students to move around comfortably.

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Some barriers to including students with disabilities fully in our general education classrooms are having enough individuals on staff that have been trained in Special Education, students with disabilities may have specialized learning needs or alternative learning achievements, and students may require many different services based on their needs.

The major barrier I’ve seen personally is having enough trained individuals on staff. Many schools struggle to find people who are qualified to help students with disabilities and this makes it difficult on the students and the staff who are taking on too much. The students suffer from the lack of staff because they may not receive all the services they require, their learning goals may not be properly assessed, and they may not be able to fully participate in activities. The staff suffers because they may be taking on more students than is reasonable causing a lot of stress and pressure on that individual. Certain tasks may fall to the wayside or be completely forgotten due to not having the bandwidth to take care of them all. There is a lot of paperwork and extra tasks to do behind the scenes that are not always explicitly seen in a classroom and these are all crucial in allowing a student to receive the proper services and enriching education they deserve.

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Common barriers to fully including students with disabilities into the general education classrooms could be instructional, or resource based. I was able to brainstorm some ideas as to what these barriers might be and determined most fit within these two categories.

For instructional barriers, there could be issues with a lack of teacher training. Some general education teachers might not feel prepared to adapt their lessons or use strategies like Universal Design for Learning to meet atypical needs. There could be issues with the pacing of a one-size-fits-all style curriculum, which can leave students with differences or disabilities behind if the lessons aren't differentiated. There could also be limited access to the technology students might need to learn at the same rate or pace as their peers. Text-to-speech, communication devices, and other adapted materials are essential for many students with disabilities. Limited access to these stools would really impact many students.

For resource barriers, I thought that large class sizes could contribute to the issue. Teachers with large classes often have limited time to provide individualized supports. There is also a lack of support staff in general ed classrooms: co-teachers, aides, or specialists are not present to support the student's needs. Finally, funding constraints could be contributing to students with disabilities not being included in the general education classroom. Schools/districts that lack resources might not be able to provide the appropriate accommodations or interventions needed for each special education student.

While I do not have very much experience with special education classrooms, I did volunteer throughout my middle and high school experiences as a peer reader with the special ed students at my schools. This gives me a bit of perspective and experience, but not nearly as much as I need of course. I'm sure there are, unfortunately, many barriers i did not think of- but I am looking forward to learning more.

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Some barriers to including students with disabilities in our general education classrooms are that it is challenging to focus on their needs, as well as keep the rest of the class on task, especially if you don't have any support in the room with you. Not fully understanding the needs or background of students with disabilities. This would make it difficult for that student to be successful. I also think that time is a significant barrier because there is not enough time to work one-on-one with all students during the day.

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The IEP can be a wonderful source for background information on the students. We will talk about that in Week 4. The support is a problem. Some of that is mandated from the IEP and the rest needs to come in the form of experience and a well-trained staff.

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The lack of knowledge is an issue. I am sorry to hear your borther struggled with bullying. Hopefully, with DASA in place, that is slowly coming to an end in schools. Schools are more aware of the issue than they have ever been.

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When it comes to special education, teachers are often worried about behaviors. There are a lot of reasons those behaviors occur (lack of engagement, feeling unsuccessful, addressing primary needs, etc...). We will have a module on classroom behavior and that will address this concern directly.

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Good points. Under IDEA law, these resources legally need to be made available to students. I will go over ways to make sure we advocate for students and remind those who set up these supports that they are mandated and need to be provided.

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We are defintiely trying to place more students in inclusive classrooms and numbers can be a large problem. I teach in such a setting and often have around 24 students. We will talk about some co-teaching models that may help mitigate some of these issues. That will be in a future module.

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I agree. Each student is different and comes to the classroom with their own set of strengths and needs. It is the teacher's job to figure those out and adapt the supports. That, honestly, goes for all students, not just those with disabilities. It is the thing that good teachers do!

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The issue of general education teachers not being prepared to properly support students with special needs has been an ongoing issue. The second half of our course will be dedicated to methods all teachers can take that benefit all students. I hope to show the class that sound teacher methods are often the best way to support all students regardless of their level.

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One big takeaway from this week's module is that supports are legally mandated and need to be there, so schools have no excuse. IDEA mandates these supports for pre-k to 12 and ADA can handle those transportation and access issues. We need better watchdogs on schools to make sure they do not get away with thiese ommissions.

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If a students with and IEP is in a general education classroom, then they should have access to personnel and instructional resources. Under IDEA this is mandated. It becomes important that these items are listed in the IEP as well, which is something we will talk more about in Week 4.

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I want to focus on one of your questions about AT. Yes, any AT mentioned in the IEP should be given to the student. We will talka about this. There are federal and state-level money put asside to support those AT needs. Teachers and parents need to be on top of this and advocate for the students if the AT is not being given.

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I like the comment on pacing. There are certain things things you can do with instruction, such as explicit instruction designs, that really help with this and make sure that no students are left behind. Differentiated instruction is the other. We will talk about this the second 1/2 of the course when we get into instructiona methods to support students with disabilities.

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Building access is covered under ADA and should be readily accessible. Law and mandates guarentee these things. It is imporant that parents and educators advocate for these legally mandated items. We should not have lapses since these laws have been around for over 30 years.

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Schools do try to limit personnel if they can because that is often the greatest cost to a school or district. If personnel are directly mentioned in the IEP, this cannot be taken away. It is all about where the supports on mentioned. IEP supports are legally mandated. We will talk more about this in Week 4.

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These are all barriers we see in schools. We will talk about how to handle most of these but some are a results of schools not being held accountable for supports that are legally owed to students. As you've seen in the modules so far, modern special education services are newer and we still have to work on the fidelity part across all schools.

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I agree that we need more properly trained teachers. In regard to having the right amount of personnel in the room, that often comes down to the proper placement of students so that they automatically have the right personnel. Often, students are placed in the wrong setting. We will discuss this in future modules.

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I am glad you brought up the social aspect in your post. Teaching in an inclusive classroom, I often make it a priority to help my inclusive students with social skill development. I also work on my general education students having the right amount of empathy and understanding. Peer supports can be a great asset if you take the time to train students. We will cover this in future modules.

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Good post. I want to touch on the one-size-fits all curriculum you mentioned. Our studnts with disabilities need a differentiated instruction and we will spend the second half of this coure talking about instructional methods that break a one size fits all curriculum. Evidence-based practices is the key.

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Great post. Even if you have had similar students in the past, each student is their own person and they have their own set of needs and strengths. Instructuoionally, some students react differently to different methods. You never really know until you know the students and that makes the job a welcome challenge every year.

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Aides carry a heavy load in the special education classroom. We have personal aides, program aides, and shared aides. Aides ofte n don't get the training they need and the training happens on the job. Still, aides make the whole thing work and balancing their workload is incredibly important!

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I am glad you mentioned the specialist. Ideally, we would love the specialist to push in, just so there is synergy between therapy goals and instructional goals. Depending on what the student needs, this is not always the case. There is also the concern about missing instruction for pull-out services. One of the hardes things to do in balance those needed services and instruction and it can be a huge barrier.

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You are correct. Social skills are incredibly important. Many students will have social skills listed right on their IEP and it is always best to work on those inside a least restrictive setting like a general education classroom. Peer support is critical and it is a natural support all students need in their education.

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I like that you mentioned about taking time to check in and see if students are understanding the content being taught. It can be a challenge to sneak this kind of assessmet in. One great way to do that is explicit instruction. It does a great job of scaffolding and catching students before they fall through the cracks.

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Inequality is a large issue in special education. With the rise of culturally responsive teaching, it has slowly gotten better. Still, there are many biases that stem from cultural misunderstandings and also a lack of understanding related to adverse classroom behaviors. Many students find themselves in special education because their teachers were unable to provide an education that was suitably adapted for their background and culture.

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I am glad you mentioned funding. The current state of federal funding is being challenged. In NY, funding is done mostly at the state level, but funding for AT and other support services can come from the department of education and those are the ones we need to monitor. IDEA and ADA are federal laws, but if those change, many of our resources could be in trouble.