for students of all abilities , such as physical education and art , but few students with intellectual disabilities can overcome algebra and biology .
Compounding the challenges , some school districts have diploma requirements that surpass those of the state . They mandate that all students complete the A-G coursework required to attend a public university in California , which includes two years of a foreign language and three years of college-preparatory math — all but impossible for students with cognitive disabilities .
The new pathway would take advantage of a provision under the federal Every Student Succeeds Act that allows students with significant cognitive disabilities to earn a diploma if they meet California ’ s alternative achievement standards , with support through their individualized education program , the educational roadmap created by teachers , therapists , parents and others involved in a student ’ s schooling .
Advocates have been fighting for this for at least a decade . Several other states offer similar options for students with cognitive disabilities , and California already offers alternative diploma pathways for certain groups of students , such as those whose education is disrupted due to being homeless , in foster care or migrant .
In 2020 , the state budget set aside money for a workgroup to study the issue and come up with recommendations . The workgroup ’ s report , published last fall , addresses the details , including transcripts and whether students continue working toward their diploma after they turn 18 ( they can ).
The 2022 budget , passed in June , included $ 1 million in federal funds from the Individuals with Disabilities Education Act to bring the workgroup ’ s recommendations to reality . The new pathway could be implemented as soon as next year . Although it ’ s not required , the state is encouraging all districts to adopt it .
Sue Sawyer , president of the California Transition Alliance , a nonprofit that helps people with disabilities after they finish school , has been working on the issue since 2013 . The primary reason for the new pathway , she said , is new research and understanding of what people with cognitive disabilities are capable of .
“ Our expectations have changed . We now expect people to go to work ,” Sawyer said . “ It ’ s real simple . If you leave school without a diploma , it shuts doors . If you have a diploma , you have options . I ’ m excited about the future because even though we still have work to do , I think we ’ re on the right path .”
Joyce Clark , co-director of the Exceptional Family Resource Center in San Diego , said a pathway to a diploma won ’ t solve everything for students with disabilities , but it ’ s a crucial step toward further education , rewarding careers and higher incomes , which could lead to greater independence .
Her son Luke , who ’ s 33 , would have benefited from a diploma , she said . Luke was exuberant when he graduated from high school with his class , but all he could bring home was a certificate of completion . He now works parttime at a grocery store , but she believes he ’ s capable of much more .
“ Is a diploma just a piece of paper ? Yes . But it ’ s also connected to achievement ,” Clark said . “ It ’ s connected to access , to equity , to opportunity , to quality of life .”
For Glynn ’ s son , Liam , who ’ s starting high school this fall , the diploma pathway could help him take more meaningful classes , such as music , and fewer special ed classes focused on “ life skills ,” such as cooking and cleaning . She ’ d like to see him eventually enroll in a community college and continue to study music , his passion , while preparing for a career that builds on his talents .
Glynn is hopeful , even if her son ’ s district adopts the new pathway too late for Liam to benefit .
“ Right now , he ’ s being set up to be dependent for life . Instead of learning academics , he ’ s learning to fold pillowcases ,” Glynn said . “ But even if it ’ s too late for him , I care what happens to the next students . They all deserve options and opportunities .”
First published by EdSource
To Table of Contents
Accessibilty for All 69