Every Student's Right to Retry: Integrating Autism Awareness into Grading Equity
A recent Edutopia article tackles a critical issue in the realm of educational equity: the role of retake opportunities in promoting fair and inclusive grading practices. The author explores the delicate balance between providing students with the chance to demonstrate their true mastery of a subject and the practical challenges faced by educators in implementing such policies.
As an autistic gestalt processor (aka, non-verbal), a public school maths and special education teacher, and an advocate for Equity Grading, I found this article particularly compelling. My personal experiences navigating the education system as a student with unique learning needs, combined with my professional insights as an educator working to create inclusive classroom environments, have underscored the profound importance of educational equity and the role that retake / reassessment policies can play in achieving this goal.
The relevance of this article extends far beyond my own experiences, however. In the broader context of education, the push for equitable grading practices has gained significant momentum in recent years, with educators and policymakers alike recognising the need to address systemic disparities and create a more level playing field for all students. This is especially crucial when considering the diverse needs of learners with IEPs who require additional support and accommodations to fully demonstrate their knowledge and abilities.
By delving into the nuances of retake policies and offering practical strategies for implementation, the article contributes valuable insights to the ongoing discourse surrounding educational equity and inclusion. It is my hope that by discussing this issue and sharing my own perspectives, I can further illuminate the importance of this issue and inspire meaningful dialogue about how we can create a more just and equitable education system for all students, regardless of their background or learning differences.
Overview of the Article
In the article, the author presents a compelling argument for the thoughtful implementation of retake opportunities as a means of enhancing educational equity. She asserts that allowing students to retake assessments can provide a crucial safety net for those who may have experienced unforeseen circumstances or temporary setbacks that impacted their initial performance. By giving students a second (or third) chance to demonstrate their mastery of the material, educators can help ensure that grades are a more accurate reflection of a student’s true understanding and abilities, rather than a snapshot of a single moment in time.
However, Morris also acknowledges the practical challenges that educators face when implementing retake policies. Offering unlimited retakes can quickly become unmanageable, placing an undue burden on teachers and potentially undermining the integrity of the assessment process. To strike a balance between the benefits of retakes and the realities of classroom management, Morris proposes three key strategies.
First, she suggests limiting the number of retakes allowed per assessment, with one or two opportunities being a reasonable compromise. This approach ensures that students have a chance to improve their performance while still maintaining the value and significance of the initial assessment. Second, Morris advises that retakes should be offered for the purpose of demonstrating skill proficiency, rather than simply striving for perfection. This means that students who have already shown a high level of mastery may not necessarily need or benefit from additional retake opportunities. Finally, she emphasises the importance of requiring students to reengage with the material before attempting a retake, whether through additional study guides, review sessions, or reflective assignments. This step helps ensure that retakes are not simply a matter of memorization or luck, but rather a meaningful opportunity for growth and learning.
In my own classroom, we have implemented a reassessment protocol that aligns closely with Morris’s recommendations. Before being allowed to retake an assessment, my students must first complete an error analysis of their initial attempt. This process involves carefully reviewing their work, identifying mistakes or areas of confusion, and reflecting on the underlying concepts or skills that need further development. By engaging in this self-assessment and reflection, students are better prepared to approach the retake with a clear understanding of their strengths and weaknesses, and a targeted plan for improvement. This protocol not only helps manage the logistics of offering retakes but also promotes a growth mindset and encourages students to take ownership of their learning process.
Personal Reflections
As I reflect on the article and its implications for educational equity, I cannot help but draw parallels to my own experiences as an autistic individual navigating the education system. Growing up in a time when difference was an excuse for bullies to be cruel, I often struggled to communicate my understanding and abilities in traditional classroom settings. The reliance on verbal communication and standardised assessment methods left me feeling frustrated and misunderstood, unable to fully showcase my knowledge and potential. Being functionally illiterate certainly didn’t help.
These early experiences have profoundly shaped my perspective as an educator and my commitment to creating a more inclusive and equitable classroom environment. In my role as a teacher, I have witnessed firsthand the transformative power of Equity Grading and Instruction (EGI) practices, particularly for students who may struggle with traditional assessment formats or communication styles.
By implementing strategies such as retake opportunities and error analysis protocols, we have sought to create a classroom culture that values growth, resilience, and individual progress over perfection. These practices have been especially beneficial for my autistic students, who require alternative ways of demonstrating their understanding and who benefit from the opportunity to learn from their mistakes in a supportive, low-stakes environment.
However, as I reflect on my own teaching practices in relation to the article, I am struck by the stark contrast between the inclusive, supportive classroom I have strived to create and the educational experiences of my own youth. As a K-12 and college student, I often found myself in classrooms that were ill-equipped to meet the needs of diverse learners, particularly those with disabilities or communication differences.
The rigid adherence to traditional assessment methods, the lack of flexibility in grading policies, and the limited opportunities for individualised support left me feeling isolated, misunderstood, and discouraged. It is precisely these experiences that have fueled my passion for educational equity and my determination to create a different reality for my own students.
In many ways, my work as an educator and the classroom climate I have cultivated serve as a direct response to the challenges and barriers I faced as a student. By embracing EGI practices and creating a supportive, inclusive learning environment, I aim to empower my students to reach their full potential and to experience the joy and confidence that comes from true mastery and understanding.
Whilst I recognise that our classroom is just one small piece of the larger educational landscape, I firmly believe that the strategies and approaches outlined in the article have the power to transform the way we think about assessment, equity, and inclusion in education. By sharing my own experiences and reflections, I hope to contribute to the growing conversation around these critical issues and to inspire others to join the movement towards a more just and equitable future for all learners.
Impact on Autistic Students
The article holds significant implications for autistic students, particularly those who are gestalt processors, are non-vocal, or have unique learning needs. As an educator who has worked closely with this population, I have seen firsthand the transformative power of retake opportunities and EGI practices in supporting their learning process and academic success.
For many autistic students, traditional assessment methods can pose significant barriers to demonstrating their knowledge and skills. Timed tests, vocal presentations, and other high-stakes, one-size-fits-all approaches can be incredibly challenging for those who process information differently or who struggle with communication. In these situations, retake opportunities can provide a crucial lifeline, allowing students to demonstrate their understanding in a more flexible, accommodating environment.
Moreover, the emphasis on skill proficiency over perfection, as advocated by Morris, can be especially beneficial for autistic students. Many autistic students may struggle with anxiety, perfectionism, or a fear of failure, which can hinder their performance on initial assessments. By focusing on growth and mastery rather than a single, high-stakes moment, retake policies can alleviate some of this pressure and provide a more accurate picture of a student's true abilities.
However, the benefits of retake opportunities and EGI practices can only be fully realised within the context of a truly inclusive education system. In my district, there has been a concerted effort to move away from segregated Special Day Programme classes and towards a “full inclusion” mainstreaming model, where students with IEPs and 504 plans are integrated into general education classrooms to the greatest extent possible.
This shift towards inclusion is crucial for ensuring that autistic students have access to the same opportunities and high expectations as their neurotypical peers. By learning alongside their classmates and participating in the same curriculum and assessments, autistic students can develop a sense of belonging, build social connections, and benefit from the diverse perspectives and experiences of their peers.
Of course, inclusion is not a one-size-fits-all approach, and it is important to recognise that some students with the most profound support needs may still require more specialised, individualized attention. However, for the vast majority of autistic students, being included in general education classrooms with appropriate accommodations and support can be incredibly empowering and transformative.
As educators, it is our responsibility to create classroom environments that are welcoming, accommodating, and responsive to the diverse needs of all learners, including those on the autism spectrum. By embracing inclusive practices, such as retake opportunities and equitable grading, we can help ensure that every student has the opportunity to thrive and reach their full potential.
Thus, the implications of the article extend far beyond the realm of assessment and grading. By advocating for a more flexible, growth-oriented approach to learning, she is challenging us to rethink our fundamental assumptions about what it means to be a successful student and a valued member of our educational communities. As we move forward in our efforts to create a more equitable and inclusive education system, it is crucial that we keep the needs and perspectives of autistic students at the forefront of our minds, working tirelessly to ensure that every learner has the support, resources, and opportunities they need to succeed.
Critique and Analysis
While Morris's article offers valuable insights and strategies for promoting educational equity through retake opportunities, it is important to analyse her arguments from an autism advocacy perspective. As an educator who has worked extensively with autistic students in special education settings, I believe that the suggested strategies for managing retakes, while well-intentioned, may require some adaptation to be truly feasible and beneficial for this population.
One potential limitation of the article is that it does not fully address the unique challenges and considerations involved in implementing retake policies in “full inclusion” classrooms. For example, autistic students may require more extensive accommodations, such as extended time, alternative testing formats, or individualised support, to effectively demonstrate their knowledge and skills. Whilst Morris does emphasise the importance of requiring students to reengage with the material before attempting a retake, this process may need to be more structured and scaffolded for autistic learners, who may struggle with executive functioning or self-directed learning.
Moreover, the article’s focus on limiting the number of retakes and setting proficiency caps may not always align with the principles of IEPs and 504 plans, which are designed to provide students with disabilities the specific accommodations and supports they need to succeed. In some cases, a more flexible, open-ended approach to retakes may be necessary to ensure that autistic students have truly equitable opportunities to demonstrate their understanding.
However, despite these limitations, I believe that the underlying principles of educational equity discussed in the article can be adapted and extended to better support autistic students in inclusive learning environments. One key consideration is the importance of building time for reassessment into teachers’ calendars and instructional plans. Too often, tests and assessments are scheduled in such a way that leaves little room for meaningful retake opportunities, particularly for students who may require additional time or support. By intentionally creating space for reassessment in our lesson plans and grading policies, we can ensure that all students, including those on the autism spectrum, have the opportunity to learn from their mistakes and demonstrate their growth over time.
Another critical factor in supporting autistic students is recognising the difference between inclusion and mainstreaming. Whilst both approaches involve integrating students with disabilities into general education classrooms, inclusion goes beyond simply placing students in the same physical space as their peers. True inclusion involves creating a learning environment that is fully accessible, responsive, and accommodating to the diverse needs of all students, including those with IEPs and 504 plans.
For autistic students, this may involve providing visual supports, sensory-friendly spaces, alternative communication methods, or other individualised accommodations that allow them to fully engage with the curriculum and participate in classroom activities. It also involves training teachers and staff in specific strategies, such as structured teaching, to create a more inclusive and supportive learning environment.
As such, the principles of educational equity and inclusion are deeply intertwined, and both are essential for ensuring that autistic students have the opportunity to thrive in school and beyond. By adapting and extending the strategies suggested in Morris’s article, and by prioritizing the unique needs and strengths of each individual learner, we can create a more just and equitable education system that truly works for all students.
As educators, advocates, and allies, it is our responsibility to continue pushing for policies and practices that recognize and value the diversity of our student populations, and that provide every learner with the support, resources, and opportunities they need to succeed. By engaging in ongoing dialogue, reflection, and innovation, we can work towards a future in which every student, regardless of their neurotype or learning differences, has the chance to reach their full potential and contribute their unique talents and perspectives to our communities.
Final thoughts …
In light of the insights and considerations discussed throughout this article, I would like to offer several recommendations for educators seeking to implement equitable retake policies that truly meet the needs of autistic students and other learners with special needs.
First and foremost, it is essential that educators approach retake policies with a spirit of flexibility, understanding, and individualisation. Whilst the strategies suggested in Morris’s article, such as limiting the number of retakes and requiring students to reengage with the material, can serve as a useful starting point, they may need to be modified or adapted to best support the unique needs of each learner. For example, educators may need to provide more extensive scaffolding, break down tasks into smaller steps, or allow for alternative demonstration of knowledge, such as through visual or hands-on projects, to ensure that autistic students have equitable opportunities to show what they know.
Additionally, I would recommend that educators prioritise open and ongoing communication with students, families, and support staff when implementing retake policies. This may involve collaborating with special education teachers, occupational therapists, or speech-language pathologists to develop individualised plans that align with each student’s IEP or 504 goals. It may also involve engaging in regular check-ins and progress monitoring to ensure that retake opportunities are effectively supporting student learning and growth.
Another key recommendation is to approach retake policies as part of a larger framework of universal design for learning (UDL). UDL is an educational approach that seeks to proactively design instruction and assessments in a way that is accessible and engaging for all learners, regardless of their background or ability level. By incorporating UDL principles, such as providing multiple means of representation, expression, and engagement, educators can create a more inclusive and equitable learning environment that benefits not only autistic students but all learners.
Beyond these specific recommendations, I believe that there is a critical need for further research and exploration into the intersection of grading equity, autism, and special education. Whilst Morris’s article provides a valuable starting point, there is still much work to be done in terms of understanding the unique challenges and opportunities that arise when implementing equitable grading practices in diverse classroom settings. This may involve conducting qualitative studies that center the voices and experiences of autistic students and their families, as well as quantitative research that examines the impact of different retake policies and accommodations on student outcomes.
Ultimately, the goal of educational equity is not simply to provide equal opportunities, but to create a learning environment in which every student feels valued, supported, and empowered to reach their full potential. As educators, we have a profound responsibility to ensure that our policies and practices are truly inclusive and responsive to the diverse needs of all learners, including those on the autism spectrum.
By embracing a spirit of flexibility, collaboration, and ongoing learning, we can work towards a future in which every student has access to the resources, support, and opportunities they need to thrive. This requires a willingness to challenge our assumptions, to listen to and learn from the experiences of our students and their families, and to continually adapt and innovate our approaches in response to their needs.
As I reflect on the insights and recommendations discussed throughout this review, I am struck by the transformative potential of EGI practices and inclusive education. By creating classroom environments that are truly welcoming, affirming, and responsive to the needs of all learners, we have the power to change lives and to shape a more just and compassionate world.
It is my hope that this article will serve as a catalyst for ongoing dialogue, reflection, and action around these critical issues. As educators, advocates, and allies, we must continue to push ourselves to think deeply and creatively about how we can create a more equitable and inclusive education system, one that values the unique strengths and experiences of every learner. Together, we can work towards a future in which every student, regardless of their neurotype or background, has the opportunity to learn, grow, and thrive.