Special needs teaching has become one of the phenomenal growth industries of the modern British education system.
Despite all the advances in our national health and wealth over recent decades, as well as the extra billions of funding poured into schools, the numbers of pupils classified with particular learning difficulties just keeps on rising.
Even worse, the minority of pupils that do have genuine learning difficulties, such as Down's syndrome or autism, find that they are not given the support they need because so much of the funding has been squandered.
Indeed, many parents of children with real special needs complain bitterly about the complexity and lack of help in the education system.
One reason that the classification of special needs has spread like wildfire is because several key players in the education system - especially the teacher-training industry - have a vested professional interest in its growth.
Every increase in the number of diagnoses means the chance for more empire-building, bigger bureaucracies and extra state funding.
Even though I have long been a trenchant critic of Ofsted, this report does reflect a genuine and longstanding problem in British education.
Ofsted argues that hundreds of thousands have been wrongly diagnosed as requiring special needs teaching.
As a result of these strict criteria, only about 2 per cent of pupils were classified as special needs. From that moment, all local education authorities were given the duty to provide pupils with the schooling 'suitable to their needs' - a catch-all term so wide and so meaningless as to encourage indiscriminate diagnoses by the schools themselves.The casual diagnosis of special needs is a disaster for pupils, because all too often it means that they will not receive the proper teaching they require.In certain cases, like those of children said to have ADHD, their disciplinary issues will not be addressed, and instead they will be given a chemical cosh like the drug Ritalin to prevent them misbehaving.This is one of the most deprived areas of Scotland, second only to Glasgow on the index of poverty.Yet social problems have proved no barrier to a dramatic increase in standards of reading in local schools, thanks to the introduction of more rigorous, focused teaching methods.