In a recent discussion board thread on reading comprehension challenges in autism, a special-education teacher commented that her students can’t understand the assigned reading passages. “When I complained, I was told that I could add extra support, but not actually change the passages,” she wrote. “It is truly sad to see my students’ frustration.”
Why must this teacher’s students contend with passages that are too complex for them to understand? She attributes this inflexibility to the Common Core, new standards—created in 2009 by a group of education professionals, none of them K-12 classroom teachers or special-education experts—that have been adopted by 45 states. Though most Common Core goals are abstract and schematic, collectively they constitute a one-size fits-all approach that, in practice, has severely straightjacketed America’s special-needs students.
The teacher I quoted above—one of the many special-ed instructors I
teach at the Drexel University and University of Pennsylvania
education schools—is hardly alone. She’s echoing the concerns of dozens of other special-education teachers I’ve spoken with, most of whom have already gotten the message from their supervisors or superiors that they must adhere to the standards and give all their students the designated grade-level assignments.
Precocious students, students with learning disabilities, precocious students with learning disabilities: How does the Common Core suit them?
Even before the widespread adoption of the Common Core, it was already increasingly rare for even the most intellectually unusual children to be exempted—whether by acceleration, remediation, or placement in special classrooms—from the course of study followed by their cognitively typical peers. The 2001 No Child Left Behind Act had schools focusing away from the most academically advanced students (and requires no special programming for them); the 2004 re-authorization of the Individuals with Disabilities Education Act required children with disabilities “to be involved in and make progress in the general education curriculum.” Increasingly, it’s the general curriculum for everyone. And now that this general curriculum is being shaped by dozens of grade-specific Common Core standards, and that teachers (including special-ed teachers) are increasingly expected to align each day’s lesson with one or more of these standards, there’s even less room for remediation or acceleration.
Indeed, those two words appear nowhere in the standards, not even in the one Common Core document that addresses this subject: a one-and-a-half-pager entitled “Application to Students with Disabilities.” It says that special-needs students should have the support services, individualized instruction, and assistive technology they need for the “the rigor and high expectations of the Common Core State Standards.” It does not, however, state what these services are or how they would work. As for curricular materials, they might be altered or presented “in multiple ways,” but only “within the framework of the Common Core.”
For students with sensory disabilities like deafness or blindness, the necessary accommodations—e.g., sign language interpreters or audio books—are obvious. Cognitive disabilities are different. Yet the document simply states:
Some students with the most significant cognitive disabilities will require substantial supports and accommodations to have meaningful access to certain standards.
So what happens to the approximately six percent of the student population with significant cognitive disabilities—whether general intellectual disabilities, language impairments, reading impairments, non-verbal learning disabilities, or autistic spectrum disorders? What happens when their classrooms function under a set of guidelines that ignore their skills and specific needs?
In general, the news isn’t good. Last November, an issue of Education Week ran several articles on special-needs students and the Common Core. One article characterizes the English language arts goals as “largely unmet.” Another reports more than half of teachers surveyed saying they are unprepared to teach the standards to high-needs students.
To see how the Common Core standards play out in practice, let’s look at two subsets of children with cognitive disabilities: those with language impairments and those with autism. Let’s look at eighth grade in particular, and at two of the English language arts standards for reading and literature, beginning with R-L 8.2:
Determine a theme or central idea of a text and analyze its development over the course of the text, including its relationship to the characters, setting, and plot; provide an objective summary of the text.
This, like all Common Core goals, is rather schematic. So perhaps there’s a way to tweak things in line with the Students with Disabilities document. Perhaps one could adjust the material by using a simplified or alternative text at the student’s actual reading level.
But probably not. As additional Common Core documents explain, the texts for the different grade levels must be at a certain grade-appropriate level of verbal complexity. The Common Core Myths vs. Facts page notes, “the Standards require certain critical content for all students, including… America’s Founding Documents, foundational American literature, and Shakespeare.” And an appendix explains that sample texts, which include The Adventures of Tom Sawyer for eighth grade, “exemplify the level of complexity and quality that the Standards require all students in a given grade band to engage with.” So, while one might supplement a text, say, with glossaries and storyboards, one can’t adjust the text itself to match the student’s reading level.