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Common Core and the Uncommon Learner: How Autism Affects Acquisition of Common Core State Standards

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Abstract

The Common Core State Standards (CCSS 2014a, b) are here to stay. State and local education agencies are responsible for ensuring that schools teach all students the core standards that they will need in college and the work force. However, the ever-growing population of students on the autism spectrum has unique learning needs which may make it more difficult for them to achieve these standards. This article examines the core characteristics of autism as they are described in the California Code of Regulations (Individuals with Disabilities Education Act 2004), the Diagnostic and Statistical Manual of Mental Disorders, Fifth Edition (APA 2013), and current theories. These characteristics will be held up to the CCSS to identify areas of potential deficit and to explore interventions, accommodations, and modifications designed to enhance access to the general curriculum. These supports are aimed at allowing uncommon learners on the autism spectrum who require minimal support, substantial support, and very substantial support to achieve Common Core State Standards alongside their typically developing peers.

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The author declares that there is no conflict of interest.

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This article does not contain any studies with human participants or animals performed by the author.

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  1. Merced County Office of Education, 632 West 13th Street, Merced, CA, 95341, USA

    Wendela Whitcomb Marsh

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  1. Wendela Whitcomb Marsh
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Correspondence to Wendela Whitcomb Marsh.

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Marsh, W.W. Common Core and the Uncommon Learner: How Autism Affects Acquisition of Common Core State Standards. Contemp School Psychol 19, 66–76 (2015). https://doi.org/10.1007/s40688-015-0048-8

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  • DOI: https://doi.org/10.1007/s40688-015-0048-8

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