Do college and career standards apply to all students with disabilities?
Yes. It is important for students with disabilities to strive to reach the same outcomes as other students. In today’s global economy, where K-12 educational experiences must prepare students to enter post-secondary training or careers, it is imperative that the instruction of all students is based on rigorous standards. It is not appropriate to assume that a student’s Individualized Education Program (IEP) will define the educational goals for students with disabilities. The IEP instead, defines the services and supports that students with disabilities need to achieve the same college and career ready standards as other students.
What does college and career readiness mean for a student with significant cognitive disabilities?
Students with significant cognitive disabilities who participate in alternate assessments based on alternate achievement standards need to achieve the knowledge and skills to be successful after high school. These skills include being able to apply concepts and skills to the new problems that the students are likely to face in life, post-secondary school, and career. In addition, assessment consortia have identified other critical college and career ready skills, including such skills as: self determination, IEP involvement, job training and employment while in school, and inclusion in general education classrooms, to mention a few, even though they are not included in the alternate assessments of academic achievement. For more information see "Alternate Assessments Based on Common Core State Standards: How do They Relate to College and Career Readiness?"
Are there language skills that define college and career readiness?
All college- and career-ready standards involve English language skills. Thus, new standards for English language proficiency assessments are based on standards for language proficiency that are aligned to college- and career-ready standards for English language arts, mathematics, and science.
NCEO is supported primarily through a Cooperative Agreement (#H326G160001) with the Research to Practice Division, Office of Special Education Programs, U.S. Department of Education. Additional support for targeted projects, including those on English learners, is provided by other federal and state agencies, and other educational organizations. The Center is affiliated with the Institute on Community Integration at the College of Education and Human Development, University of Minnesota. Opinions expressed on this website do not necessarily reflect those of the U.S. Department of Education or Offices within it.