Accountability, as it is structured now, should not extend to special education, nor should children with disabilities be subjected to standardized testing. A lot of time, effort and money are expended when creating an individualized education program; therefore, it is illogical to hold a student with learning disabilities to the same standards as non-disabled children. While most individuals can probably learn some academics, it is just as likely that there is a limit to how much they can retain. A fifth-grader with a learning disability may achieve third-grade math skills but may never possess the ability to acquire fourth-grade math skills; to hold this person (or the teacher) accountable for something beyond their comprehension is ludicrous.
The California Academic High School Exit Exam is an example of over zealous standardized testing. For a student who has had special education services for most, if not all, of their school career, taking a standardized achievement test designed for the general education student is an exercise in futility. Forcing students in special education to take it six times is cruel and demoralizing and the practice should be stopped.
Students who have learning and other disabilities will never outgrow them but must learn to compensate for them. This fact should be taken into consideration when determining the parameters and scope of monitoring progress in special education. Just as there are curriculum and behavior modifications in place for students with learning disabilities, so too, should there be an accountability system and progress-monitoring standards for special education in general.
The California Academic High School Exit Exam is an example of over zealous standardized testing. For a student who has had special education services for most, if not all, of their school career, taking a standardized achievement test designed for the general education student is an exercise in futility. Forcing students in special education to take it six times is cruel and demoralizing and the practice should be stopped.
Students who have learning and other disabilities will never outgrow them but must learn to compensate for them. This fact should be taken into consideration when determining the parameters and scope of monitoring progress in special education. Just as there are curriculum and behavior modifications in place for students with learning disabilities, so too, should there be an accountability system and progress-monitoring standards for special education in general.
