Potentially all over the world, there are children who have been improperly diagnosed with various forms of learning disabilities, with potentially life-long consequences. The primary aim of this essay is to stimulate readers to consider the fact that, in a natural classroom environment, average, academically functional students who are perceptively successful can easily become destabilized by shifting one of several variables in their learning environments. COVID-19 was one of such variables. In that sense, COVID-19 helped expose that the threshold for triggering the classification of average students into special education is lower than generally perceived. In social environments that are replete with social inequities, it is necessary to expand the considerations for alleviating the ongoing disproportionality in special education, because it "strongly indicates systemic problems of inequity, prejudice, and marginalization within the education system" (Sullivan, 2011).