• Blog
  • Write for Us
  • About
  • Meet the Authors
    • Bloglovin
    • Email
    • Facebook
    • Pinterest
    • RSS
    • Twitter

Classroom Freebies

  • PK-2 Freebies
  • 3-5 Freebies
  • 6-8 Freebies
  • 9-12 Freebies
  • All Freebies
You are here: Home / All Freebies / Susan Berkowitz’s Free Introduction to CCSS in Special Education

April 9, 2017 · Leave a Comment

Susan Berkowitz’s Free Introduction to CCSS in Special Education

All Freebies

The Common Core State Standards have been with us for a while now. And some states that had adopted them have now opted out.  But for those states who continue to work with them (which is still the majority of states) they are slowly working their way into Special Education  curriculum and objectives.  Even those of us who work with students with very significant disabilities have started to look at the strands of skills that run from Kindergarten through Elementary school (and some even beyond). 
So what do the Common Core State Standards mean for special education?  Not too long ago we passed the 40th anniversary of the passing of the IDEA and the provision of a free appropriate public education for all students.  We have had a variety of government mandates since then – IDEA, No Child Left Behind, ESSA – with  the Federal Government trying to move schools to set rigorous objectives for students with disabilities so that they can meet grade level standards. 
While not all students with special needs will meet those academic standards, there is no reason not to provide support to help them achieve higher levels of learning.  As David Yoder said, “No child is too anything to be able to read and write.”  (2002) 
There are many more students who will be able to attain the standards than we have thought in the past.  We have learned that we need to presume competence; to believe that our students do indeed have the ability to learn more, do more, have more than we have historically believed.
Another common buzz phrase (beyond, “presume competence”) in special education now is “The least dangerous assumption.”  We do what will cause – if we are wrong – the least damage to the student.

Read this helpful, free handout about what the CCSS mean for special education students, teachers, and support staff.
Keep on talking!  And come see me at my blog.

You Might Also Like:

  • Fern Smith’s FREE! Valentines Minus One Less Center
  • Checking in Homework….the easy (er) way
  • Finding “Right Fit” Books
  • Place Value Valentines Game FreebiePlace Value Valentines Game Freebie
« Free Differentiated Easter Math
What’s My Number? »

Leave a Reply Cancel reply

Your email address will not be published. Required fields are marked *

  • Bloglovin
  • Email
  • Facebook
  • Pinterest
  • RSS
  • Twitter

Pin Us!

Proud Member of:

PEN Group Online, Inc.

SPECIAL COPYRIGHT NOTE
This site is copyright protected. Nothing can be reposted on this site (excluding the button features) without written permission from the author. This includes writing, photographs, images, and downloads. This blog is a collaborative blog written by a group of individuals, and each author owns and is accountable for his/her postings. Disclosure: There may be affiliate links in this post. If you click through and make a purchase, the author may receive a commission at no additional cost to you. For questions about this blog, please use the contact form link located HERE.

*Privacy Policy*

Copyright © 2022 PEN Group Online, Inc.