become an established part of academics in a mainstream setting, and interactions with TAs comprise a key part of their day-to-day classroom experience. The survey concluded that TAs were used as alternative to teacher support, which has shown to result in unintended and troubling consequences for students with SEN. It is suggested that the inclusion of TAs in the mainstream classroom to support students with SEN has resulted in the educational experience of these students diverging from the non-SEN student, which then raises concerns about how schools choose to provide support for students with SEN. Social issues Compared to fully included students with disabilities, those who are mainstreamed for only certain classes or certain times may feel conspicuous or socially rejected by their classmates. They may become targets for bullying. Mainstreamed students may feel embarrassed by the additional services they receive in a regular classroom, such as an aide to help with written work or to help the student manage behaviors. Some students with disabilities may feel more comfortable in an environment where most students are working at the same level or with the same supports. In the United States, students with autistic spectrum disorders are more frequently the target of bullying than non-autistic students, especially when their educational program brings them into regular contact with non-autistic students. Also, special-needs students can easily get lost in a regular education classroom. In some cases they may be disruptive and may compromise the learning environment of other students. As seen above, there are many social issues; however, a buddy system has been shown to improve these issues. Through having a buddy system an upper school student will be paired with a younger child with a disability. By doing this the younger student is provided with a positive relationship with a fellow student. The buddy system aims to have the younger student learn the benefits of having and sustaining a positive and supportive friendship. Social issues are improved due to the upper school student helping to alter the social experiences of the younger child through this formed friendship. Costs Schools are required to provide special education services but may not be given additional financial resources. A 2005 study conducted by the Special Education Expenditures Program (SEEP) showed that the cost of educating a special-needs student is between $10,558 and $20,000. In comparison, educating a student who does not need special education services costs