Student Not on Grade Level but in High School Classes: Is That Equitable and What to Do?

The Question Asked:

“Hi and thank you being a resource to so many!
My question is regarding FAPE. I am well aware that the general education curriculum follows specific content standards by subject matter, that ALL students have the right to access. I don’t disagree that students with disabilities should move towards learning the same critical information and abilities taught to all students; however, is it equitable that while providing this “access” students are missing the critical foundational skills that all the evaluations and assessments identify as areas of deficit.
Why does a high school student need to struggle through an advanced math course while performing at a second grade competency? I cannot believe that this is what FAPE intended. Instead, it’s seems more like a punishment to have the student carry the load of learning what feels to her or him like two different subjects. I am so frustrated with terms such as mild/moderate. How is it even possible to expect that students who are moderately impacted to manage that kind of cognitive overload?”


Originally published as Student Not on Grade Level but in High School Classes: Is That Equitable and What to Do? at Ask A Special Education Attorney

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