Discuss If Graduation Requirements Should Be The Same For St

Discuss if graduation requirements should be the same for students with disabilities

Discuss if graduation requirements should be the same for nondisabled students vs. students with disabilities. Include possible advantages and disadvantages. Discuss the long-term implications. Ensure you cite evidence.

Using the Letter to White, discuss if you agree or disagree with the graduation plan proposed by Louisiana. Did Louisiana decide to pass the graduation plan for students with disabilities? Were there opponents to the plan?

Posts to the forum must adhere to the Discussion Board Rubric for the course. Submission instructions: The Discussion Board is intended to foster a dynamic, flowing discussion that stems from students’ engagement with course materials, one another, and faculty. Students are expected to ground their ideas and responses to one another in the course materials, in their own experience, and in additional outside references. Be sure to use and cite from two professional journal readings AND one assigned textbook reading in your initial post. Conform to APA guidelines (Links to an external site.) as you write your response and create your source citations.

Be sure to also follow APA guidelines for your in-text citations. (One of your professional journal readings should be from the module's assigned readings; the second reading may come from either the assigned readings or your own research.) Your initial post should be words each. Peer responses: For your reply posts, cite (using APA format) from module required readings or enrichment materials, and relate your comments to your own experience or opinion. When you write your responses to two peers, both questions can be answered in the same paragraph(s). Peer reply posts must be at least words each. You may respond in any of the following ways: ask a question, share an insight, offer an opinion, make a suggestion, or note a similarity or difference to your posting.

Paper For Above instruction

The debate on whether graduation requirements should be uniform for all students, including those with disabilities, has been a long-standing issue in educational policy. Advocates argue that maintaining the same standards ensures equality and high expectations for all students (Thurlow, Ysseldyke, & Reid, 1997). Conversely, opponents emphasize that flexibility and individualized plans better serve students with disabilities, enabling them to achieve meaningful success and fostering a sense of accomplishment (Johnson et al., 2009). This discussion explores the advantages and disadvantages of uniform graduation standards and considers the long-term implications of such policies, especially in light of Louisiana's graduation plan for students with disabilities.

Uniform graduation requirements aim to uphold equity by providing a consistent academic standard across states and districts. They foster fairness by ensuring that all students, regardless of disability status, meet similar academic criteria, which can facilitate higher expectations and accountability (Thurlow et al., 1997). However, rigid adherence to standardized requirements may overlook individual student needs, potentially leading to undue stress or failure among students with significant disabilities. Such pressures could result in higher dropout rates or lowered self-esteem, highlighting a potential long-term harm to students’ educational trajectories.

Alternatively, flexible graduation pathways that incorporate Individualized Education Program (IEP) goals and alternative assessment methods acknowledge the diverse needs of students with disabilities. For instance, Louisiana's graduation plan allows students to meet graduation requirements through tailored standards set by IEP teams (Louisiana Department of Education, 2014). This approach promotes inclusivity, fosters student engagement, and recognizes diverse forms of achievement beyond standardized tests.

Employing individualized standards has several advantages. It can increase graduation rates among students with disabilities by providing appropriate accommodations and modified assessments (Johnson et al., 2009). It also aligns with federal mandates such as the Individuals with Disabilities Education Act (IDEA), which emphasizes Free Appropriate Public Education (FAPE) and individual learner needs (Polloway et al., 2019). However, critics argue that varying standards across states or districts may create confusion for post-secondary employment or further education, where uniform qualifications are often expected. This inconsistency could undermine the perceived competence of graduates with disabilities and affect their long-term career prospects.

Louisiana's decision to implement a tailored graduation plan reflects an understanding of these issues. The plan enables students to satisfy graduation requirements through alternative pathways, including completing an IEP with achievable standards aligned with their abilities (Louisiana Department of Education, 2014). There were opponents to this plan, who expressed concerns about potential disparities and the risk of lowered expectations, but the plan ultimately moved forward and was renamed the April Dunn Bill (Official Seal of the State of Louisiana, 2020). Such policies demonstrate commitment to FAPE and respect for individualized learning, but they necessitate careful oversight to ensure standards remain rigorous without being unfair.

In conclusion, while uniform graduation requirements promote consistency and clarity, they may not adequately accommodate the diverse needs of students with disabilities. Flexible, individualized pathways like Louisiana’s plan offer promising advantages, including higher graduation rates and recognition of diverse achievements. However, they require balanced oversight to mitigate potential inconsistencies across regions, ensuring that all students are prepared for future educational and career opportunities. Future policies should strive to harmonize the principles of equity, accountability, and inclusivity, aligning statutory mandates with the realities of diverse learner needs.

References

• Johnson, D. R., Stout, K. E., & Thurlow, M. L. (2009). Diploma options and perceived consequences for students with disabilities. Exceptionality, 17(3), 119–134. https://doi.org/10.1080/
• Louisiana Department of Education. (2014). Letter to White. Baton Rouge, LA.
• Official Seal of the State of Louisiana. (2020). Gov. Edwards signs bill in honor of April Dunn. Retrieved July 19, 2022, from https://www.la.gov
• Polloway, E. A., Patton, J. R., Serna, L., & Bailey, J. (2019). Strategies for teaching learners with special needs (11th ed.). Pearson.
• Thurlow, M. L., Ysseldyke, J. E., & Reid, C. L. (1997). High school graduation requirements for students with disabilities. Journal of Learning Disabilities, 30(6), 608–616. https://doi.org/10.1177/