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It was thought ( rightly , in my opinion ) that simply adding these requirements to the existing ones would make the general-education requirements overly burdensome , particularly for students in majors that have a large number of requirements . Many educators have questioned the accuracy of these numbers , particularly for students with visual impairment ( Ferrell , 1998 ; Kirchner & Diament , 1999a , 1999b ; Mason , Davidson , & McNerney , 2000 ) . The assessment should incorporate broad stakeholder input , particularly from students with disabilities and their parents , on the effectiveness of the new process in improving compliance with Part B and improvements in educational results for students with disabilities .