Introduction
Many improvements and reforms have occurred in public education in recent years. The introduction of Common Core State Standards and inclusion and particular education reform are two examples of such improvements. This paper will address the benefits and drawbacks of Common Core State Standards, as well as the possessions of inclusion and special education reform on students and teachers, as well as the ongoing argument around the success of these reforms.
Common Core State Standards
The Common Core State Standards (CCSS) are a set of mathematics and English language arts educational standards that have been approved by 42 states in the United States. The application of these standards has both benefits and drawbacks. One advantage of CCSS is that it assures uniformity across states and provides a similar educational experience for children regardless of where they reside (Buzick et al., 2019). This uniformity also aids in student transfers across institutions and states. Another benefit is that CCSS promotes the development of critical thinking abilities and prepares pupils for college and careers (Buzick et al., 2019). Furthermore, the Common Core State Standards provide instructors with precise criteria for what children should understand at each grade level.
Yet, there are certain drawbacks to CCSS as an innovative solution. One critique is that it focuses too much on testing and neglects other vital parts of education, such as social-emotional development and the arts (Arold & Shakeel, 2021). Another criticism is that the standards need to be more flexible and allow for creativity or flexibility in teaching. It is also claimed that the Common Core State Standards put too much pressure on teachers to teach to the test, which can lead to teacher burnout.
Inclusion and Special Education Reform
Inclusion and special education reform relate to the endeavor to provide high-quality education to all children, including those with disabilities, in the least restrictive setting possible. This change has had a substantial influence on both students and instructors (Kauffman et al., 2020). One benefit of inclusion and special education reform is that kids with disabilities can study alongside their peers who do not have impairments. Students with disabilities may benefit from enhanced socialization and a sense of belonging as a result of this. Inclusion can also assist in decreasing the stigma associated with impairments while also encouraging acceptance and understanding (Francisco et al., 2020). Nonetheless, there are several difficulties linked with inclusion and special education reform. One problem is that kids with disabilities require extensive resources and support, such as assistive technology and specialized training (De Bruin, 2019). Another area for improvement is that adequate support for kids with impairments necessitates extensive professional development for instructors. Teachers must be able to differentiate education and suit the varying requirements of their pupils in their classes.
Conclusion
To summarize, the implementation of Common Core State Standards, as well as inclusion and special education reform, have had a profound impact on students and teachers, and it is critical to continue evaluating and improving these reforms to guarantee that all students have admission to high-quality education. In the future, governments and educators must prioritize these improvements and develop methods to offer the resources and support children and teachers need to flourish in the classroom. Additionally, it is important to recognize the diverse needs of students and to provide tailored support to ensure their success in the classroom and beyond.
References
Buzick, H. M., Rhoad‐Drogalis, A., Laitusis, C. C., & King, T. C. (2019). Teachers’ views of their practices related to common core state standards‐aligned assessments. ETS Research Report Series, 2019(1), 1–18. Web.
Arold, B., & Shakeel, M. D. (2021). The unintended effects of the Common Core State Standards on non-targeted subjects. SSRN Electronic Journal. Web.
Kauffman, J. M., Ahrbeck, B., Anastasiou, D., Badar, J., Felder, M., & Hallenbeck, B. A. (2020). Special education policy prospects: Lessons from Social Policies Past. Exceptionality, 29(1), 16–28. Web.
Francisco, M. P., Hartman, M., & Wang, Y. (2020). Inclusion and special education. Education Sciences, 10(9), 238. Web.
De Bruin, K. (2019). The impact of inclusive education reforms on students with disability: An international comparison. International Journal of Inclusive Education, 23(7-8), 811–826. Web.