Reply to Common Core sets up children with language disorders for constant failure: article

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

Common Core doesn't allow for that. You meet the standard -- or else you are a failure.[/quote]

What do you base this statement on?[/quote]

Read The Atlantic article. Details it all in there. You MUST work on grade standards, even if you read five years behind your grade. [/quote]

That is not a requirement of the Common Core standards. If students are required to do this, then the requirement comes from the school, school district, or state.[/quote]

Straight from the Feds:
[b]
Beyond offering a free appropriate public education, individualized education programs for students with disabilities should meet grade-level requirements, fe[/b]deral education officials say.

In guidance released Tuesday, the U.S. Department of Education said tha[b]t all IEPs should conform to “the state’s academic content standards for the grade in which the child is enrolled.”[/b]
https://www.disabilityscoop.com/2015/11/17/feds-ieps-grade-level/20972/

And if  you want a real education, read the comments section from parents and teachers about how their kids are getting screwed over by this across the U.S.

(But you have blinders on, and won't of course.)[/quote]

NP (special educator) here.  You're right that that is the current federal guidelines for implementing IEPs. But it applies equally to states who implement CCSS and those with their own standards, it's not part of CCSS.

And yes, states do have separate standards for students with the most significant disabilities, they are often called access points and they align with the standards.  So, for example, a student who is in 3rd grade where multiplication is key, but who is still working on counting skills, might work on counting items into sets (e.g. make 4 sets of 3) and then work on counting all the items, and using numbers to represent those things.

Honestly, in my opinion CCSS is a mixed blessing for kids with language disabilities, including those who are nonverbal.  On one hand, they are challenging, and can be frustrating for kids.  On the other hand, the trend in education for a while, starting well before CCSS is to only teach what is on the standard.  Now that we have standards that require kids to do things like plan, and describe, and comment, and compare and contrast, and generate novel ideas, there's more pressure on schools to provide the tools and services that kids need to be able to do those things, and that is a good thing.  I've seen schools set up communication systems that only allow kids to answer multiple choice questions, or spell words that someone else dictate, and they say they're enough because the kids can "access the curriculum".  Now they can't say that, because the curriculum requires more, which pushes schools to look for more robust systems, and more flexible core vocabularies.  And, in the long term, having the words to communicate ideas, and plan your life, and ask questions is going to have a much bigger impact on a child's quality of life than passing grades in elementary school.[/quote]

I have a child with special needs (language based) and I agree.  I may be different than some parents of children with SN my child can meet the standards with supports.  But I want the resource staff to work with my child at grade level (even if it's harder for her).  I don't want them to "dumb down" (I hate that phrase) the curriculum for her because she can do it.[/quote]

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