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[quote=Anonymous][quote=Anonymous][quote=Anonymous][quote=Anonymous][quote=Anonymous][quote=Anonymous]

AAP teacher here and agree. [b]If a child is reading below grade level they will struggle with AAP SS/Science.[/b] They are probably not getting Full AAP. Our school is a LL4 and we try to incorporate a few AAP materials in the GenEd classrooms per quarter but they are not doing the full curriculum because we have many kids struggling with the normal curriculum. My class is Level 4 and Level 3 students. [/quote]

Not necessarily.  Reading is not highly correlated to intelligence.  My DC has very severe dyslexia and has always read below grade level, despite years and years of intervention.  They received appropriate accommodations so that they could access the material.  Their accommodations included  electronic textbooks, a reader and scribe for assessments, Kurzweil ….  They have an aptitude for math and science. They took AAP for math and science.  They went on to major in math and biology in college and are now in a PhD program in math theory.

Do not penalize students because they have a reading disability. [/quote]

I am PP who is an AAP teacher. Not penalizing students just stating that kids who struggle with reading may struggle with SS/Science. We do a ton of reading in SS/Science. I have students with reading/writing disabilities. I am talking about how doing AAP SS/Science is not realistic for grades with huge needs in reading. For example, if you have 40 percent or more of a grade reading below grade level asking them to analyze a wordy primary source from the 1700’s will be difficult. I am quite aware of twice exceptional students but my previous post was addressing large populations of kids who struggle to read. [/quote]How would you help a severely dyslexic and dysgraphia student access the primary source document from 1700 so they might analyze it?  You would do the same thing for the students in the classroom with 50 or more below grade level in reading.  [/quote]

There are accommodations for kids with dyslexia and dysgraphia so that they can access the material. Those same accommodations are not appropriate for kids who are behind for reasons other then LDs. The kids who are below grade level need to be in a class that allows them to get up to grade level with their reading. That means a class that is probably smaller in size and has a reading specialist pushing in to work with the Teacher so that the kids can get to where they should be. Providing those kids accommodations for kids with LDs hampers the kids who are behind because they do not get to the skill level that they need to be at and could be at.

And some kids won't be able to access the material even with the accommodations because they are not behind in just reading but also comprehension. So being able to listen to the material or having the material presented in a different way might not mean that they have the necessary reading comprehension to understand the material while a kid who has a issue with processing writing may not have a comprehension issue.

Kids whose parents were reading to them since they were toddlers will have heard more words, heard more sounds, and will probably have had parents who were providing explanations that allowed them to develop comprehension skills that a child whose parents didn't read to them as a baby/toddler. Expecting that kids who are starting school without those same experiences to catch up and be able to access the same material as kids whose parents were reading to them at a young age is unrealistic. And it isn't just the starting point. Parents who read to their kids as toddlers are probably still reading to their kids in K and 1rst grade. They probably have books in the house for a kid to look at and ask questions about. A kid whose parents didn't read to them at home as a toddler is probably not reading to them in K and 1rst and they are less likely to have books at home for the kid to pick up and look at.

If there is a lack of academic support at home that reinforces what the kids are learning at school then all the accommodations that might help a kid with learning issues succeed are not likely to help a kid who is behind because they don't have the rest of the kid with learning issue but other supports at home. [/quote]

This. My AAP students with reading issues have decoding issues but not comprehension issues. We are talking about kids with comprehension and decoding issues. Some may be SPED, many are ESOL. Some maybe GenEd. There are many kids who are not ready for certain things at that is ok. [/quote]

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