[{"data":1,"prerenderedAt":-1},["ShallowReactive",2],{"detail-sidebar-cat-0-en-105":3,"doc-seo-591476-105":59,"doc-detail-591476-en":129},{"code":4,"msg":5,"data":6},0,"success",[7,13,18,23,28,33,38,43,48,51,55],{"id":8,"doc_module":4,"doc_module_name":9,"category_name":10,"show_sort_weight":11,"slug":12},1,"Document","Story & Novel",90,"story-novel",{"id":14,"doc_module":4,"doc_module_name":9,"category_name":15,"show_sort_weight":16,"slug":17},2,"Literature",80,"literature",{"id":19,"doc_module":4,"doc_module_name":9,"category_name":20,"show_sort_weight":21,"slug":22},4,"Exam",70,"exam",{"id":24,"doc_module":4,"doc_module_name":9,"category_name":25,"show_sort_weight":26,"slug":27},5,"Comic",60,"comic",{"id":29,"doc_module":4,"doc_module_name":9,"category_name":30,"show_sort_weight":31,"slug":32},6,"Technology",50,"technology",{"id":34,"doc_module":4,"doc_module_name":9,"category_name":35,"show_sort_weight":36,"slug":37},7,"Healthcare",40,"healthcare",{"id":39,"doc_module":4,"doc_module_name":9,"category_name":40,"show_sort_weight":41,"slug":42},8,"Research & Report",30,"research-report",{"id":44,"doc_module":4,"doc_module_name":9,"category_name":45,"show_sort_weight":46,"slug":47},9,"Religion & Spirituality",20,"religion-spirituality",{"id":46,"doc_module":4,"doc_module_name":9,"category_name":49,"show_sort_weight":46,"slug":50},"World Cup","world-cup",{"id":52,"doc_module":4,"doc_module_name":9,"category_name":53,"show_sort_weight":52,"slug":54},10,"Lifestyle","lifestyle",{"id":56,"doc_module":4,"doc_module_name":9,"category_name":57,"show_sort_weight":24,"slug":58},19,"General","general",{"code":4,"msg":60,"data":61},"ok",{"site_id":62,"language":63,"slug":64,"title":65,"keywords":66,"description":67,"schema_data":68,"social_meta":122,"head_meta":124,"extra_data":126,"updated_unix":128},105,"en","the-professional-educator-pushing-back-against-high-stakes-for-students-with-disabilities","The Professional Educator - Pushing Back Against High Stakes for Students with Disabilities","","The article describes a special education teacher’s experience with U.S. high-stakes testing requirements under No Child Left Behind and Common Core alignment. It argues that one-size-fits-all exams prevent disabled students from receiving individualized instruction, and can cause emotionally harmful testing. It also explains how Common Core implementation and Race to the Top teacher accountability reduce professional flexibility, forcing educators to accelerate curricula and move students forward regardless of readiness.",{"@graph":69,"@context":121},[70,84,104],{"@type":71,"itemListElement":72},"BreadcrumbList",[73,77,79,82],{"item":74,"name":75,"@type":76,"position":8},"https://docshare.wps.com","Home","ListItem",{"item":78,"name":9,"@type":76,"position":14},"https://docshare.wps.com/document/",{"item":80,"name":35,"@type":76,"position":81},"https://docshare.wps.com/document/healthcare/",3,{"item":83,"name":65,"@type":76,"position":19},"https://docshare.wps.com/document/the-professional-educator-pushing-back-against-high-stakes-for-students-with-disabilities/591476/",{"url":83,"name":65,"@type":85,"image":86,"author":91,"headline":65,"publisher":94,"fileFormat":97,"inLanguage":63,"description":67,"dateModified":98,"datePublished":98,"encodingFormat":97,"isAccessibleForFree":99,"interactionStatistic":100},"DigitalDocument",{"url":87,"@type":88,"width":89,"height":90},"https://docshare.wps.com/thumbnails/the-professional-educator-pushing-back-against-high-stakes-for-students-with-disabilities/591476.png","ImageObject",300,407,{"name":92,"@type":93},"supergirl","Person",{"url":74,"name":95,"@type":96},"DocShare","Organization","application/pdf","2026-10-15",true,{"@type":101,"interactionType":102,"userInteractionCount":8},"InteractionCounter",{"@type":103},"ViewAction",{"@type":105,"mainEntity":106},"FAQPage",[107,113,117],{"name":108,"@type":109,"acceptedAnswer":110},"Why does the author oppose high-stakes tests for students with disabilities?","Question",{"text":111,"@type":112},"The author believes these one-size-fits-all tests block individualized education and can subject disabled students to emotionally harmful testing.","Answer",{"name":114,"@type":109,"acceptedAnswer":115},"What federal policy shift shapes the testing requirements described in the article?",{"text":116,"@type":112},"The author points to No Child Left Behind, which after 2002 required students, including students with disabilities, to take state tests aligned to Common Core.",{"name":118,"@type":109,"acceptedAnswer":119},"How does Common Core and accountability pressure affect classroom instruction?",{"text":120,"@type":112},"Common Core implementation plus test-based teacher accountability makes it harder to differentiate instruction and forces educators to cover remaining standards to prepare for tests.","https://schema.org",{"og:url":83,"og:type":123,"og:title":65,"og:site_name":95,"og:description":67},"article",{"robots":125,"canonical":83},"index,follow",{"doc_id":127,"site_id":62},591476,1792107095,{"code":4,"msg":5,"data":130},{"doc_id":127,"user_id":131,"nickname":92,"user_avatar":132,"doc_module":4,"category_id":34,"category_name":35,"doc_title":65,"doc_description":67,"doc_content":133,"file_id":134,"file_url":135,"file_type":136,"file_size":137,"view_count":8,"is_deleted":4,"is_public":8,"is_downloadable":8,"audit_status":8,"page_count":44,"language":138,"language_code":63,"site_id":62,"html_lang":63,"table_of_contents":139,"faqs":140,"seo_title":141,"seo_description":67,"update_tm":142,"read_time":143},962088121634,"https://ap-avatar.wpscdn.com/davatar_9964176cb1d06d4a9deccf72a44ae3dc","The Professional Educator | American Federation of Teachers Page 1 of 9  \nMember Benefits  \nABOUT US  OUR MEMBERS  OUR COMMUNITY TAKE ACTION  \nFind your Local  \nPRESS CENTER  \nHow to Join  \nOUR NEWS  \nSearch  \nStay Connected Email Address  \nSHARE THIS  \nPrint  \nThe Professional Educator  \nPushing Back Against High Stakes for Students with Disabilities  \nBy Bianca Tanis  \nI am a special education teacher in New York and a mother of two children on the autism spectrum. Sometimes it is difficult to separate these two roles. Being intimately involved in the education system has made navigating the world of special education for my children easier in some ways, but also infinitely more difficult and heartbreaking in others. Simply put, I know too much.  \nWhen my son began third grade in 2012, it dawned on me that, as required by No Child Left Behind (NCLB), he would soon be mandated to take state tests in math and English language arts, aligned to the Common Core State Standards, despite the fact that he reads at a first-grade level and has numerous challenges with language. I was horrified that my child would undergo such inappropriate testing.  \nUnfortunately, since the passage of NCLB in 2002, the practice of compelling all students, including students like my son, to take one-size-fits-all, high-stakes tests has become policy. These tests were originally touted as a way to shine a bright light on educational inequalities based on race, class, and disability.  \nWhile these tests can have negative effects for many students without special needs, they actually prevent many disabled students in particular from receiving an individualized education that meets their needs. Often, they are subjected to emotionally harmful testing. Many special education teachers like myself have questioned why the practice of administering one-size-fits-all tests to special education students persists when it flies in the face of logic and sound pedagogy.  \nFortunately, many are no longer willing to remain silent about the flaws in this system.  \nTesting Too Much  \nI never set out to be an educator or an advocate for students with disabilities. Teaching was a career change for me. After earning a bachelor’s degree in anthropology, I joined AmeriCorps and volunteered in a homeless shelter. Then, for  \nABOUT THIS COLUMN  \nProfessional educators—in the classroom, library, counseling center, or anywhere in between—share one overarching goal: ensuring all students receive the rich, well-rounded education they need to be productive, engaged citizens. In this regular feature, we explore the work of professional educators—their accomplishments and their challenges—so that the lessons they have learned can benefit students across the country. After all, listening to the professionals who do this work every day is a blueprint for success.  \n[http://www.aft.org/ae/winter2014-2015/tanis](http://www.aft.org/ae/winter2014-2015/tanis)  \nThe Professional Educator | American Federation of Teachers Page 2 of 9  \nseveral years, I worked as a case manager in the same shelter.  \nThere, almost daily, I heard the stories of adults who, for a  \nvariety of reasons, were unable to find jobs and maintain  \nstable living conditions and relationships. I saw the impact that  \nrepeated failure has on one’s self-esteem and the paralyzing  \neffect it can have on one’s ability to chart a new course in life.  \nAfter becoming a parent, and reflecting on my experiences in  \nthe shelter, I realized that teachers would shape a large part of  \nmy children’s lives, particularly their attitudes—not just about  \nschool, but about themselves. I came to understand teaching as  \na profession that reaches beyond the scope of grades,  \nstandards, and content instruction. I wanted to join such a  \nprofession, and eventually I pursued a dual master’s degree in  \nchildhood education and special education.  \nFor the past five years, I have taught students with disabilities  \nfrom kindergarten to fifth ","cbCairxGXJjNxlQa","https://ap.wps.com/l/cbCairxGXJjNxlQa","pdf",165226,"English","# Member Benefits\n## Pushing Back Against High Stakes for Students with Disabilities\n## Testing Too Much\n## About This Column","[{\"question\":\"Why does the author oppose high-stakes tests for students with disabilities?\",\"answer\":\"The author believes these one-size-fits-all tests block individualized education and can subject disabled students to emotionally harmful testing.\"},{\"question\":\"What federal policy shift shapes the testing requirements described in the article?\",\"answer\":\"The author points to No Child Left Behind, which after 2002 required students, including students with disabilities, to take state tests aligned to Common Core.\"},{\"question\":\"How does Common Core and accountability pressure affect classroom instruction?\",\"answer\":\"Common Core implementation plus test-based teacher accountability makes it harder to differentiate instruction and forces educators to cover remaining standards to prepare for tests.\"}]","The Professional Educator - Pushing Back Against High Stakes for Students with Disabilities | PDF",1792072557,23]