Perhaps this article should be entitled,
‘Yet again the US DOE prove that they don’t have a clue about education’.
Any special ed teacher or tutor knows that suggesting that students with disabilities should just try harder or we should expect more from them is not going to miraculously get them performing at grade level.
I particularly like the use of the bold visuals designed to shame states into believing they are not performing when the results of students with disabilities are taken into account. Surely, the second visual shows us the states with higher concentrations of students with disabilities?
So here it is, tell me what you think because Elaine from Virginia certainly did and her response is below the article.
President Obama has said that we are stronger when America fields a full team. Unfortunately, too many of the 6.5 million children and youth with disabilities in this country leave high school without the knowledge and skills they need to be successful in a 21st century, global economy. While the vast majority of students in special education do not have significant cognitive impairments that prohibit them from learning rigorous academic content, fewer than 10 percent of eighth graders with disabilities are proficient in reading and math on the National Assessment of Educational Progress (NAEP). Too often, students’ educational opportunities are limited by low expectations. We must do better.
That’s why the Department is changing the way it holds states accountable for the education of students with disabilities. For many years, the Department primarily focused on whether states were meeting the procedural requirements of the Individuals with Disabilities Education Act (IDEA). Generally, we have seen significant improvement in compliance.
But if kids are leaving high school without the ability to read or do math at a high-school level, compliance is simply not enough. This year, we also focused on improving results when we made determinations as to whether states are effective in meeting the requirements and purposes of IDEA.
With this year’s IDEA determinations, we looked at multiple outcome measures of student performance, including the participation of students with disabilities in state assessments, proficiency gaps in reading and math between students with disabilities and all students, and performance in reading and math on NAEP.
I believe this change in accountability represents a significant and long-overdue raising of the bar for special education. Last year, when we only considered compliance data in making annual determinations, 41 states and territories met requirements.
This year, however, when we include data on how students are actually performing, only 18 states and territories meet requirements.
In enacting IDEA, Congress recognized that improving educational results for children with disabilities is an essential element of our national policy of ensuring equality of opportunity, full participation, independent living, and economic self-sufficiency for individuals with disabilities. We must do everything we can to support states, school districts, and educators to improve results for students with disabilities. We must have higher expectations for our children, and hold ourselves as a nation accountable for their success.
Elaine in VA says:
2 days ago
Secretary Duncan, what words of wisdom can you impart in regard to increased testing of students with special needs? How did all this testing work out for you when you were the classroom teacher of 8-10 eights grade students with a variety of special needs? How did you handle the six who required read-alouds, three who needed extra time, eight who required one-on-one assistance from a teacher or trained aide, three with seizure disorders, six who couldn’t sit still for the three hours needed to take the test, four whose medication prescriptions had run out three days ago, two with violent tendencies, nine who were reading at a third-grade level or less, five who have zero interest in taking a test so they’ll just click anything, three who are trying so hard they’ve vomited or urinated on themselves from the stress….
What did you do? How did you handle all these special needs in your classroom? Please sir, I need your wisdom. Tell me how you handled these children on testing day.
Or, maybe you should just spend a week in my school during the “testing cycle,” and see how your ideas are panning out. I’ll wait for your call.
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