While U.S. special education has advanced civil rights and educational equity, critics continue to highlight inequities in labeling, segregation, and academic expectations. A recent CRPE report argues that rising identification rates and persistent achievement gaps stem from a general education system built for uniformity rather than diversity, positioning special education as a default response to unmet needs and calling for a unified, needs-based system. However, the report relies on broad claims, limited data, and selective use of research. Although it identifies real problems, it offers no empirical evidence linking system design to identification trends or achievement gaps and overlooks decades of scholarship defending special education as a necessary specialized system. Consequently, its recommendations lack empirical grounding and provide little guidance for policy that would reliably protect students with disabilities.