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?”

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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