Journal Article Review: Learning Disabilities and Achieving High-Quality Education Standards
Nakedra Julien
Liberty University
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Summary
Common Core State Standards require educators to provide high-quality education for all
students, including students with learning disabilities (Gartland & Strosnider, 2017). High-
equality education standards (HQES) require students to use critical thinking within a complex
and challenging curriculum. Students with learning disabilities make up half of all students with
disabilities in the United States. Educators should develop these critical areas to support students
with learning disabilities: professional development, differentiating instruction to meet the needs
of a student with learning disabilities, use appropriate assessments, understand the student, and
transition planning.
For educators to provide effective instruction for students with learning disabilities, they
must participate in professional development. The training must also help all professionals
responsible for the student’s education implement instructional strategies focused on HQES.
Educators must also differentiate instruction, integrating HQES within a framework like Multi-
Tiered System of Support (MTSS) will ensure that students with learning disabilities have
research- and evidence-based systems of instruction to assist them in achieving success (Gartland
& Strosnider, 2017). These strategies must meet the individual needs of the student. Assessments
must reveal students’ strengths, needs, and achievement levels. While assessing the student’s
capabilities, the teacher must also understand the behavioral, social, and emotional factors that
influence the success of the student. By gaining an understanding of how these variables affect
the student, the teacher can tailor the instructional content for the student’s needs. After these
areas are developed to meet HQES, educators must prepare students for success after graduation
through transition planning. Transition planning identifies the life skills needed for transition into
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adulthood, and requires a collaborative effort from all members responsible for the student’s
success.
Analysis
Educators providing instruction and/or intervention to students with learning disabilities
need a deeper knowledge of learning processes, broader set of instructional strategies, and
comprehensive understanding about specific students’ learning needs across learning and social
environments. Educators are responsible for making sure that students with learning disabilities
are provided with individualized instruction to promote academic growth. Collaboration among
all members of the student’s individualized education program is essential. Consistent
communication and development of professional development regarding instruction and student
growth are required. The most important factor in the success of a student with learning
disabilities is aligning curriculum to meet the needs of the student. These strategies must include
content-specific language and literacy skills required for the achievement of HQES in Math,
Social Studies, History, English, Science, and technical subjects (Gartland & Strosnider, 2017).
Personal Response
When provided with various instructional resources, students with learning disabilities
are given the opportunity to achieve high-quality education standards. It is the primary
responsibility of the teacher, and all members responsible for the student’s academic progress, to
ensure that the subject content is specifically geared to the student’s individual needs. The
student needs to be evaluated based on their strengths. If the student is provided these support
services by the individualized education program, chances for academic progress are
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significantly higher. These programs and development of skills provide students with tools for
success in their adult life.
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References
Gartland, D., Strosnider, R. (2017). Learning disabilities and achieving high-quality education
standards. Learning Disability Quarterly, 40(3), 152-154.
