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Special Ed 101
what is appropriate?
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<blockquote data-quote="keista" data-source="post: 454256" data-attributes="member: 11965"><p><u><strong>in my opinion</strong></u> the schools should accommodate the kids so they can function at their intelligence level. If they have a high IQ they should be getting A's and B's. Average IQ, then C's and B's - maybe occasional D. The standard for need, and I don't know the exact phrasing is "working below their abilities". I have to remind my schools that it's <strong>below my kids' abilities</strong>, not their peers' because my kids are highly intelligent.</p><p></p><p>Do you know what worked to make him work at the Residential Treatment Center (RTC)? That would be the first thing I'd try and find out. One on one aide is nice, but try to get a different one. The last one didn't seem to "reach" him so what's the point? Finding out what specifically is keeping him from doing his work is key. With my son it always seems to be something different. Sometimes it's just the subject matter - can't do much about that. Sometimes it's an overly decorated classroom. Sometimes it's a noisy classroom, other times, it's group work, writing vs typing, perseveration on a completely different topic (his sisters are bugging him, but he's at school)</p><p></p><p>But no, I don't think he should be behind everyone before he gets the help he needs. He shouldn't even be "behind himself" before he gets help. He should be getting the help to keep him on track, equal to his intellectual abilities.</p></blockquote><p></p>
[QUOTE="keista, post: 454256, member: 11965"] [U][B]in my opinion[/B][/U] the schools should accommodate the kids so they can function at their intelligence level. If they have a high IQ they should be getting A's and B's. Average IQ, then C's and B's - maybe occasional D. The standard for need, and I don't know the exact phrasing is "working below their abilities". I have to remind my schools that it's [B]below my kids' abilities[/B], not their peers' because my kids are highly intelligent. Do you know what worked to make him work at the Residential Treatment Center (RTC)? That would be the first thing I'd try and find out. One on one aide is nice, but try to get a different one. The last one didn't seem to "reach" him so what's the point? Finding out what specifically is keeping him from doing his work is key. With my son it always seems to be something different. Sometimes it's just the subject matter - can't do much about that. Sometimes it's an overly decorated classroom. Sometimes it's a noisy classroom, other times, it's group work, writing vs typing, perseveration on a completely different topic (his sisters are bugging him, but he's at school) But no, I don't think he should be behind everyone before he gets the help he needs. He shouldn't even be "behind himself" before he gets help. He should be getting the help to keep him on track, equal to his intellectual abilities. [/QUOTE]
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