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I acted on a suspicion
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<blockquote data-quote="InsaneCdn" data-source="post: 690778" data-attributes="member: 11791"><p>For starters, they were neuro-typical kids. They started with a couple of handicaps - poverty, no dad. But not developmental differences, mental health challenges, learning disabilities. Yes, you CAN give a lot of skills to neuro-typical kids.</p><p> </p><p>But. Here's an example. If a kid, in grade 1 (notice - too young to have learned manipulation at school yet) keeps on saying that the classroom is too noisy, what does he get? He gets told that he just needs to focus more. HE is the problem, not the classroom. His parents get told that, because he does great with one-on-one instruction, they know he is capable of doing classroom work, but <em>he HAS to learn to work in the classroom</em>. He says he can't. They say he can. What nobody knows for quite a few years is that this kid has an auditory processing problem. So in reality, he CANNOT do what they want: keep up with the class in a normal classroom environment. But, instead, he learns all sorts of maladaptive skills, trying to survive, when he should be receiving accommodations and supports. These kinds of situations are real roadblocks, and there isn't any way for the child (or the child's parents) to get around the roadblock. Major damage gets done this way. And more important than the maladaptive skills that DO get learned... the important life lessons that school is supposed to teach, do NOT get learned.</p></blockquote><p></p>
[QUOTE="InsaneCdn, post: 690778, member: 11791"] For starters, they were neuro-typical kids. They started with a couple of handicaps - poverty, no dad. But not developmental differences, mental health challenges, learning disabilities. Yes, you CAN give a lot of skills to neuro-typical kids. But. Here's an example. If a kid, in grade 1 (notice - too young to have learned manipulation at school yet) keeps on saying that the classroom is too noisy, what does he get? He gets told that he just needs to focus more. HE is the problem, not the classroom. His parents get told that, because he does great with one-on-one instruction, they know he is capable of doing classroom work, but [I]he HAS to learn to work in the classroom[/I]. He says he can't. They say he can. What nobody knows for quite a few years is that this kid has an auditory processing problem. So in reality, he CANNOT do what they want: keep up with the class in a normal classroom environment. But, instead, he learns all sorts of maladaptive skills, trying to survive, when he should be receiving accommodations and supports. These kinds of situations are real roadblocks, and there isn't any way for the child (or the child's parents) to get around the roadblock. Major damage gets done this way. And more important than the maladaptive skills that DO get learned... the important life lessons that school is supposed to teach, do NOT get learned. [/QUOTE]
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