Common Core State Standards Essay

The right of entry to education resources is more than uncomplicated admission to a college. The right to use means to provide students with the devices they will need to be victorious in higher learning. Students with a recognized disability ought to be no omission. In reality, Section 504 of the Rehabilitation Act of 1973 and the Americans with Disabilities Act of 1990, “ensure that all qualified persons have equal access to education regardless of the presence of any disability.” Objective replacement, class waivers, and revision of classroom management, testing and course necessities are all illustrations of behavior to supply access for the learner with a disability. A break down to the creation of such practical adjustments can place schools in breach of federal and state statutes, ensuing expensive fines.

Since 2010, there were 45 states that have adopted the same educational standards called Common Core State Standards (CCSS). The initiative is sponsored by the National Governors Association and the Council of Chief State School Officers and seeks to establish consistent education standards across the states. The Common Core Standards is initiative state-led effort that established a single set of clear educational standards for kindergarten through 12th grade in English and Mathematical standards. These standards help to educate all of the students equally, they help children who move from state to state, as well as they help to prepare students for college and workplace. The common core standard helps to provide a clear understanding

The first key principle of the Individuals with Disabilities Education Act is that any student regardless of their disability is entitled to a free and appropriate public education. The term zero reject is commonly used to summarize this principle. An important component of zero reject is for school administrators to understand that the state is responsible for locating, identifying, and providing for students with disabilities from birth through age twenty-one. School officials play an important role in carrying out the state responsibility under the zero reject principle. This principle both implies and specifies the concept that no matter how severe the disability may seem, all children can learn, benefit from, and are entitled to a free and appropriate public education.

An American citizen has the right to an education. Every American goes through certain points of an education, and the first being kindergarten then all the way to their senior year. Throughout an American’s education they go through certain assessments during each grade, and all with different assessments with subjects like science, math, and language arts. However, within the past year many schools in the United States of America have switched their state standards to a new standard known as common core. Common core is now a nationwide standardized test with subjects like reading, writing, and math. Some standards that are evident in the common core are, “research and evidence based, clear, understandable, and consistent, aligned with

Although most senators, representatives and school officials support common core state standards (CCSS), they have not received or researched the history of how CCSS introduced itself. Furthermore, they do not understand that local control is being taken away, which results in the eventual destruction of excellent, local schools, students, and future generations. Two private trade organizations located in Washington, D.C, wrote the CCSS at the request of Achieve, a company created by Bill and Melinda Gates. Thus, CCSS did not arise from the state level but of an interested organization associated with education. Most Americans do not want their local school district sharing their kids’ personal, identifiable data with the federal

Prior to 1975, no federal requirements existed for students with disabilities to attend school, or requirements for schools to attempt to teach students with disabilities (Salvia, Yesseldyke, & Bolt, 2013, p. 25). However, upon the enactment of several federal laws, such as Individuals with Disabilities Education Act (IDEA) and No Child Left Behind (NCLB), student with disabilities received access to free, appropriate public education which in turned required students with disabilities to participate in statewide assessments. According to Public Law 94-142 (now included in IDEA), it requires an individual education program (IEP) for students with disabilities. As part of the IEP, it contains items such as present levels of academic achievement and functional performance, measurable annual goals, criteria of progress, special education and related services as well as documenting any necessary accommodations needed for statewide assessments. The author provides a comparison of statewide assessments including items such as participation, accommodations and types of assessments between the states of Texas and Massachusetts.

As a student, I always enjoyed math. In high school I took all of the offered math classes, including Calculus. The first math class I took in college was a breeze, and I thought that this one would be no different. What could I learn about elementary school math that I did not already know? Contrary to my expectation, the first day of class, I learned things about math that had never been brought to my attention. This paper will discuss what I have learned about subtraction, about students, about the Common Core State Standards, and how my concept map has changed since my first draft.

Students with special needs need deserve the same education general education students are presented with. The philosophy of “ Disability Inclusion” concentrates on creating a safe, loving, and effective learning environment for students who suffer from physical, learning, and behavioral disabilities. When a student with disabilities is placed in the same environment as a non-disabled student, the results show wonderful improvement. When we are able to discover the strength of the student we are able to see just how much the student can improve in an inclusion classroom. Disability Inclusion not only sets a new beginning for an equal education of special education students, but it allows for more interaction with the child, and a more hands-on assessment.

According to the Common Core website, Common Core State Standards Curriculum is a set of high quality academic standards for kindergarten through twelfth grade in math, English language, and literature (“About the Standards”). Through the Common Core State Standards, the public education system has over-stepped its bounds. One way the education system has done this is through entering the homeschool and private school systems. Another way the public education system has overstepped its bounds is by placing the Common Core Curriculum in the Advance Placement and college placement exams. Also, the Common Core State Standards reduce education for gifted students. One way the program does this is by not providing the intellectual challenges that these students need. An additional way is that the Common Core Curriculum is so expensive that schools cannot afford to have supplementary learning for gifted students. Finally, the Common Core State Standard leaves students unprepared for college. One way Common Core Standards leaves students unprepared is that the Common Core aligned college placement tests hurt students in the college admittance process. Additionally, Common Core curriculum does not prepare students for college-level classes. Common Core State Standard Curriculum should be rejected from the public school system because the public education system has over-reached its boundaries, it reduces the education for gifted students, and it leaves students unprepared for

The teacher needs to prepare students to be accepting of the special needs students by being honest about the nature of the child's disability and/or behavior difficulty. Although inclusion seems like a great idea that should be of some form of benefit for all involved, if not handled properly it can become a very stressful situation

The idea of children with disabilities, whether they be mild or severe has been a very controversial and misunderstood topic. In the past inclusion has brought about huge changes for not only the students, but also the parents and families of these children, and staff at schools. Teachers and education professionals were the first to really feel the wrath and intimidation of this dramatic shift in education. There were several different factors that were coming about that made it very difficult for schools and teachers, the unorganized mandates were strict and didn’t allow much time for change. “President Gerald Ford signed the Education for All Handicapped Children Act (EAHCA) into law in 1975. Since the original passage of the EAHCA, the law has been amended four times and renamed the Individuals with Disabilities Education Act (IDEA)” (Conroy, Yell, Katsiyannis, & Collins, 2010, para.1).

Inclusion in classrooms can further benefit the communication skills and sense of community among students with and without disabilities. “Children that learn together, learn to live together” (Bronson, 1999). For students with special needs, inclusive classrooms provide them with a sense of self-belonging. The classrooms provide diverse environments with which the students will evolve feelings of being a member of a diverse community (Bronson, 1999). For students without disabilities, they learn to develop appreciation of the diversity. The classrooms provide many opportunities for the students to experience diversity and realize that everyone has different abilities that are unique and acceptable. From this realization, the students will learn to be respectful for others with different characteristics (Bronson, 1999). Inclusion in classrooms is beneficial to all students’ individual and community growth.

Many children have had learning disabilities for many years. Each year more and more of these children are being helped. Schools are working to improve their special education programs and to have all kinds of students work together in the same classroom. The practice of inclusion was started because educators felt that special needs students would achieve more in traditional classrooms with non-learning disabled students than they would in special education classes. However, research findings suggest that there really is no difference in academic achievement levels for special needs students when they are placed in regular classrooms.

Schooling for the disabled requires a special environment—one that only a few teachers have the gift to care for. Instead of looking out for the child’s

According to the Individuals with Disabilities Education Act, students with disabilities should be placed in a “least restrictive environment.” One of the main ideas of this act was to improve the learning experiences of students with disabilities by giving them learning opportunities outside of a special education classroom. The number of students with disabilities being placed in their general education classrooms is increasing more and more each year. The U.S Department of Education’s 27th annual report to Congress on the implementation of The Individuals with Disabilities Education Act (2005) indicates that the number of students with disabilities in general education classrooms has risen to almost 50 percent. This is about a 17 percent increase from the 1997 U.S