Some students do indeed catch up, but many more have a multi-year gap in content learning. It’s near-impossible to fully catch up. Remember, content learning and communication is largely the reason why we learn to read in the first place. For students who can’t read at grade level, they may never discover Greek tragedies, adventure tales from the Mississippi, and why Archimedes leaped out of the bath with a shout of “EUREKA.” And when it comes to Math, story problems are difficult enough to solve without a reading disability. The subject should test logic and problem-solving abilities, not rest on reading comprehension.
If you want our take on the timing, reading accommodations are remarkably helpful when students need to access grade-level content-area materials. When they’re reading to learn, in other words. Conversely, intervention is highly useful when learning to read. The two can and should co-exist.
3. It’s new.
“This is the way we’ve always done it” is a philosophy that’s alive and well. It resides in every one of us.
Whenever we’re confronted with something new that has the potential to shake up our lives, we approach it with caution. We fear it and we fight against it. And it might even be a positive thing! We effortlessly talk ourselves out of a great new job, or a wonderful new opportunity, or a method of working that skyrockets our efficiency and productivity all because it’s new and we don’t like it.
Change is hard, and augmentation and accommodation are essentially nonstop change factories. But once you become aware of the fact that your body will always resist the new in favor of the comfortable, changes are a little easier to make. And at that point, there’s one final hurdle to jump.
The concepts of fairness and equality are at the root of most anti-accommodation sentiment.
Take eyeglasses, for example. It’s speculated that before they were invented, people with vision impairments (61% of the world population today) had a lower life expectancy. It makes sense. Quick, is that a vine or a snake?