Response From Samantha Dalton, Friday, Jul 8 At 7:03 Am

Response 1samantha Daltonfridayjul 8 At 703ammanage Discussion Entryi

Discuss the advantages and disadvantages of federal and state regulations mandating that students with disabilities must be taught the same curriculum and assessments as nondisabled peers. Include historical events that led Congress to mandate this change. Explain formative assessment and how teachers utilize it to support the curriculum. Describe how formative assessment can be used as a teaching strategy to address student deficits. Support your discussion with references from professional journal readings and course textbook, following APA guidelines.

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The evolution of educational policies concerning students with disabilities reflects an ongoing effort to promote equitable access to quality education while balancing the need for appropriate support tailored to individual needs. Historically, legislation such as the Education for All Handicapped Children Act of 1975 and the Individuals with Disabilities Education Act (IDEA) of 2004 have been pivotal in shaping the current landscape. These laws mandated that students with disabilities receive a free and appropriate public education (FAPE) and be included in mainstream classrooms, with their curriculum aligned with that of their non-disabled peers (Colker, 2013). The No Child Left Behind Act of 2001 further emphasized accountability and assessment to ensure all students, including those with disabilities, are achieving academic standards (Fuchs et al., 2017). The collaborative goals of these legislations aimed to promote inclusion and prevent marginalization, but also presented challenges related to appropriate accommodations and assessments.

One significant advantage of mandating that students with disabilities be taught the same curriculum and assessed alongside non-disabled peers is the promotion of inclusiveness and equality in educational opportunities. Such policies foster social integration and reduce stigmatization, enabling students with disabilities to participate actively in mainstream classrooms (Wright & Wright, 2021). Inclusion encourages peer interactions, promotes high expectations, and prepares students for real-world environments where they must function alongside others (Lindsay, 2020). Furthermore, uniform assessments can provide a consistent measure of academic progress and help identify students who need targeted interventions.

However, these policies also pose notable disadvantages. When curriculum and assessments are strictly the same without sufficient accommodations, students with disabilities may experience heightened frustration, embarrassment, or feelings of inadequacy due to their inability to meet grade-level expectations (Colker, 2013). For instance, a student with a learning disability might struggle with complex testing formats or curriculum content, which can adversely affect their self-esteem and motivation. Additionally, standardized assessments risk not accurately reflecting the individual learning profiles of these students, particularly if accommodations are not sufficiently individualized or if the assessments are too rigid (Fuchs et al., 2017). This mismatch can lead to misinterpretation of student ability and hinder effective instructional planning.

The legislative response to these challenges has included provisions for accommodations and differentiated instruction. For example, IDEA allows a percentage of resources to be dedicated to Response to Intervention (RTI), which aims to identify and address learning difficulties early (Polloway et al., 2017). RTI emphasizes formative assessments, which are ongoing tools used by teachers to monitor student progress and tailor instruction accordingly. Unlike summative assessments, formative assessments provide immediate feedback, allowing teachers to adjust lessons in real-time and address deficits before they become entrenched. These assessments can take various forms, including quizzes, observations, or peer assessments, and serve as vital tools in inclusive classrooms.

Teachers utilize formative assessments to gauge students’ understanding during instruction, thereby enabling differentiated teaching strategies. For example, through quick checks or exit tickets, teachers can identify which students are struggling with specific concepts and modify instruction accordingly. This approach aligns with the principles of targeted intervention, as it facilitates adaptive teaching and supports personalized learning (Polloway et al., 2017). Moreover, formative assessments foster a learning environment where students receive constructive feedback and are encouraged to reflect on their performance. Discussing assessments openly with students helps demystify testing processes, reduces anxiety, and promotes self-regulated learning.

In conclusion, the legislative mandates ensuring that students with disabilities are taught the same curriculum and assessed similarly to their nondisabled peers aim to promote inclusion and equal opportunity. Although these policies have significant benefits, such as fostering social integration and consistent measurement of progress, they also present challenges related to appropriate accommodations and the risk of stigmatization. Effective implementation depends on the use of formative assessments as pedagogical tools that support differentiation and address individual deficits. By integrating ongoing assessment strategies within inclusive settings, educators can better meet the diverse needs of all learners, promoting both academic achievement and social-emotional development.

References

  • Colker, R. (2013). Politics trump science: The collision between No Child Left Behind and the Individuals With Disabilities Act. Journal of Law & Education, 42(4), 585–631.
  • Fuchs, L. S., Fuchs, D., & Capizzi, A. M. (2017). Identifying appropriate test accommodations for students with learning disabilities. Focus on Exceptional Children, 37(6).
  • Wright, P. W., & Wright, P. D. W. (2021). The History of Special Education Law in the United States. Wrightslaw.
  • Polloway, E. A., Patton, J. R., Serna, L., & Bailey, J. (2017). Strategies for Teaching Learners with Special Needs (11th ed.). Pearson.
  • Lindsay, G. (2020). Educational inclusion: A practice guide. Routledge.
  • Wrightslaw. (2021). What is special education law? Retrieved from https://wrightslaw.com
  • Renaissance Learning. (2022). What is a formative assessment? Retrieved from https://renaissance.com
  • Fuchs, D., & Fuchs, L. S. (2009). Response to intervention: A primer for policymakers. The Future of Children, 19(2), 93-114.
  • Sharma, U., & Forlin, C. (2019). Inclusion, policies, and practices: How to achieve inclusive education? International Journal of Inclusive Education, 23(12), 1207-1219.
  • McLeskey, J., et al. (2017). Inclusion for students with disabilities: A review of evidence. Exceptional Children, 84(3), 259–273.

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