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Good news and jr. high question
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<blockquote data-quote="InsaneCdn" data-source="post: 526620" data-attributes="member: 11791"><p>Depends on... what kind of help he needs, and how good the aide is.</p><p></p><p>difficult child has aides... in HS no less (where it generally would be a horrific no-no), but... they KNOW how HS kids are, and the help he needs is organizational/"listening"... so, in classes with heavy listening (history, for one), an aide is there full time... first, to take notes (for however many need a copy, sometimes it's one kid, sometimes 5 or 6), and then to "assist" in the class. That assistance is weighted toward IEP kids... but the aides are usually smart enough to help the other kids too - which means it isn't obvious who is getting most of the help. (using note-taking service is NOT a horrific no-no, neither is use of technology)</p><p></p><p>As they get into higher grades, more of the help comes from a separate resource team - outside of class. SO many kinds of kids need resource help that it isn't nearly as bad as needing an in-class "attached" aide. (the resource team deals with hearing impaired, vision impaired, mobility impaired, medical conditions, learning disabilities... and then the whole whack of stuff that we on this board are familiar with)</p><p></p><p>It's probably time to be more specific about the kind of help he needs... on a subject by subject basis, and on a "least obvious" (i.e. least restrictive) basis... which means, make the aide invisible if possible.</p></blockquote><p></p>
[QUOTE="InsaneCdn, post: 526620, member: 11791"] Depends on... what kind of help he needs, and how good the aide is. difficult child has aides... in HS no less (where it generally would be a horrific no-no), but... they KNOW how HS kids are, and the help he needs is organizational/"listening"... so, in classes with heavy listening (history, for one), an aide is there full time... first, to take notes (for however many need a copy, sometimes it's one kid, sometimes 5 or 6), and then to "assist" in the class. That assistance is weighted toward IEP kids... but the aides are usually smart enough to help the other kids too - which means it isn't obvious who is getting most of the help. (using note-taking service is NOT a horrific no-no, neither is use of technology) As they get into higher grades, more of the help comes from a separate resource team - outside of class. SO many kinds of kids need resource help that it isn't nearly as bad as needing an in-class "attached" aide. (the resource team deals with hearing impaired, vision impaired, mobility impaired, medical conditions, learning disabilities... and then the whole whack of stuff that we on this board are familiar with) It's probably time to be more specific about the kind of help he needs... on a subject by subject basis, and on a "least obvious" (i.e. least restrictive) basis... which means, make the aide invisible if possible. [/QUOTE]
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