Long-term effects of social promotion on students with disabilities

¶ … teachers working with students with learning disabilities should be adequately trained on how to best support their learning needs. It is because the teachers are the immediate people who will determine the fate of each student in their future lives after completing their education. Assessing and evaluating students are the initial steps that will help students in addressing their learning disability problems during their instruction period. Additionally, students with learning disabilities can be assisted to pursue other training apart from specific content areas and promotion to the next grade level. Such students with learning disabilities might have other interest that they enjoy pursing in their lives (Chou et al., 2016).

Given the fact that many New York City public school students in special and general education settings have not been evaluated by a school or outside psychologist; they have inadequate support towards better academic performance and achievement. According to Lindsey (2015) intellectual disability may be recognized at any time in childhood or adolescence; however the more severe the disability may be, the earlier it will be detected. Children who are born with Down syndrome are likely to be diagnosed immediately after birth according to their physical appearance; whereas, children who are diagnosed with a mild disability and appear to look normal may not be diagnosed until they start to experience difficulties in a classroom setting. Educators who work closely with students with intellectual disabilities should be aware of these issues and consider their own values and attitudes as a means to respond appropriately to the students with and without intellectual disabilities.

There is a problem in an urban elementary school in Eastern New York. That problem specifically is the social promotion of fourth and fifth grades students with disabilities. This study will aim to acknowledge the long-term effects of social promotion on students and teachers. While social promotion has gained considerable attention in the recent past, there have been relatively minimal efforts from a policy level to address this issue. General education and special education or inclusive educational settings in urban schools in New York City do not have effective strategies for social promotion. The lack of effective strategies for social promotion, especially of fourth and fifth grades students with disabilities, is fueled by various factors including the lack of supportive state educational policies. Additionally, this issue is exacerbated by the lack of understanding of the long-term impacts of social promotion on students and teachers. Therefore, there is a huge need to conduct an evaluation of the long-term effect of social promotion on students and teachers in order to promote its effective use in urban schools in New York.

Background Literature

Brookfield, S. D. (2015). The skillful teacher: on technique, trust, and responsiveness in the classroom (3rd. ed.). Hoboken, NJ: Jossey-Bass

The book primarily highlights how teachers can navigate and thrive on the uncertainty and diversity of the classroom environment through suitable instructional or teaching strategies. Since it\'s geared towards enhancing the effectiveness of the teacher, this book will be vital for this study with regards to understanding effective classroom management practices, which are crucial for enhanced student outcomes and social promotion.

Dueck, M. (2014). Grading Smarter, not Harder: Assessment Strategies that Motivate Kids and help them Learn. ASCD. Retrieved from: http://www.ascd.org/ASCD/pdf/siteASCD/publications/books/grading-smarter-not-harder-sample-chapters.pdf

This publication focuses on examining assessment or grading strategies that contribute to enhanced student motivation and learning. The author conducted a review of assessment strategies on the premise that motivation and confidence is crucial for learning and enhanced student outcomes. This publication will enhance the current study through providing significant insights on assessment practices, which will be the premise for evaluating the long-term impacts of social promotion on students and teachers.

Easley, J. &Tulowitzki, P. (2016). Educational accountability: International perspectives on challenges and possibilities for school leadership. New York, NY: Routledge.

The book highlights worldwide trends in accountability policies in the education profession in light of increased globalization. The information in this book creates an opportunity to evaluate, reflect upon, and discuss issues regarding accountability policies. The book will enhance the current research by providing insights that can be utilized by teachers and school leaders to enhance school improvement and effectiveness.

Flagg, J. L. & Phillips, C.P. (2014). Assistive Technology Outcomes: Meeting the Evidence

Challenge. Assistive Technology Industry Association, 10(1) 55-73. Retrieved from: http://www.atia.org/atob

The publication provides a review of long-standing issues relating to the measurement or determination of assistive technology outcomes. The review was carried out in order to promote and enhance collection and analysis of measurement data of assistive technology. This publication will enhance my current study through promoting an understanding of assistive technology as a tool for enhancing student outcomes.