Common Core Science Standards: Implications for Students with Learning Disabilities

Abstract

The Common Core Science Standards represent a new effort to increase science learning for all students. These standards include a focus on English and language arts aspects of science learning, and three dimensions of science standards, including practices of science, crosscutting concepts of science, and disciplinary core ideas in the various subject areas. Many of these issues bring important implications for students with learning disabilities, which we discuss in turn. With appropriate supports and applications, students with learning disabilities can potentially benefit greatly from these new standards. However, the demands of these standards may require a higher level of support than those commonly available for many students with learning disabilities.

Using Technology for Accessible Chemistry Homework for High School Students with and without Learning Disabilities

“…Such resources have the potential to propel students with LD into success in science. Conversely, in the absence of such supports, students with LD may not achieve success in high‐standards science classes (Scruggs, Brigham, & Mastropieri, ). Indeed, as students in this action study noted, their teacher's decision to capitalize on using one specific technology afforded them multiple benefits in chemistry across the school year.…”

Technology and the Treatment of Children with Autism Spectrum Disorder

“…The Common Core's strong reliance on vocabulary makes learning difficult for those on the autism spectrum (Scruggs et al 2013). The ability to create contextual relationships among different words in order to comprehend a passage is not a strength for those on the spectrum and puts them at a greater disadvantage.…”

Technological Pedagogical Content Knowledge

“…Teachers and teacher educators will discover and produce greater collaboration and communication for inclusion and equity because the intersection of these two innovative frameworks enables general and special education teachers to better understand the vision and the advantages of integrating technology with its positive impact on student learning. Teacher educators must consider a new approach because doing things the same way has not worked (Kumar & Vigil, 2011 ) with general education teachers unwilling to implement specialized or differentiated instruction in inclusive classrooms (Scrugges, Brigham, & Mastropieri, 2013 ) and the result has been the continued pernicious underachievement of students (Edyburn, 2005(Edyburn, , 2010, with some calling for a new synergy (Cochran-Smith & Dudley-Marling, 2012 ). A UDL-infused TPACK practitioner's model will provide teacher educators with that new synergy (see Fig.…”