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Essay / Research Paper Abstract
8 pages in length. Academic benchmarks are established as a means by which to provide a median level of expected student performance. Such generalized standards have come under a great deal of controversy for their inability to incorporate the learning disabled or IEPs who become pitted against higher performing students and ultimately marginalized due to their compromised capacity for learning. If approached correctly, supporters of standards-based learning contend that students with disabilities and IEPs are quite able to assimilate with the mainstream population; all it takes is some readjustment of standards and the desire to make it happen. Bibliography lists 9 sources.
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9 pages (~225 words per page)
File: LM1_TLCstanrdlrn.rtf
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Unformatted sample text from the term paper:
a great deal of controversy for their inability to incorporate the learning disabled or IEPs who become pitted against higher performing students and ultimately marginalized due to their compromised capacity
for learning. If approached correctly, supporters of standards-based learning contend that students with disabilities and IEPs are quite able to assimilate with the mainstream population; despite how each state
interprets IDEA requirements and eligibility somewhat differently (Anonymous, 2007), all it takes is some readjustment of standards and the desire to make it happen. What this indicates is how
expectations for students with disabilities are rising in order to help them better assimilate through standards-based learning (Carnine et al, 2001). In one state [where a specific standards-based IEP
was implemented], test scores in special education went up for every subject at every grade level in the current year and, while there is no proof that the use of
standards as the basis for their IEPs made the difference, it is clear that special educators are teaching toward the standards and all assessments are aligned with those standards...[however], barriers
exist to the use of a standards-based IEP approach in some states (Ahearn, 2006). II. SUCCESSFUL STANDARDIZING Focusing upon student-need specific and
content-specific elements of standards-based learning, one approach in particular has proven highly effective for academically integrating students with disabilities and IEPs: computer-based learning tasks. For example, language and reading
acquisition is a challenging feat for any child; the pathway to verbal communication is both frustrating and rewarding at the same time. When a learning disability is thrown into
the mix, that challenge presents a greater test of methodologies and trends whereby the child is able to become skilled at what regular learners achieve. The stage of development
...