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Would he be happier, if...
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<blockquote data-quote="SuZir" data-source="post: 650875" data-attributes="member: 14557"><p>Around here special education is supposed to be very flexible system with different placements for different kids. Kids in Special Education can either have normal curriculum or it can be personalised (for example many are exempted from second foreign language or even both required foreign languages that mainstream kids have to take) and kids can be in Special Education for some classes and mainstreamed for others. Most of kids also are mainstreamed later even if they start in Special Education. That is, how it should go. And for many it does go like that. For example an early plan for Boyo is few years in smaller class room for most classes, mainstreamed for PE, art etc. and then mainstreamed totally before mid school (he did well in academical part of his psychiatric tests for school placement.) We will see.</p><p></p><p>However I think we all know school world doesn't actually always work like 'the manual' and official version says. In the neuro class room Ache was that semester kids were clearly more affected than we were led to believe. And when some did have serious learning difficulties and even others had issues that could interfere with academic performance, and even though there was a Special Education teacher and an aide for six kids, my academically gifted little idget wasn't getting the challenge he needed. For them it was enough he was hitting the lowest goals. 'Just passing' just wasn't good enough for me and my husband considering how gifted Ache is. And they seriously inflated the grades and gave easier exams in that class even for kids who were supposed to have totally normal curriculum. It would had been fine if we had not been expecting Ache to compete for very competitive admissions later in life, but in the end, at the time, it seemed that making Ache as competitive as possible in his strong areas simply felt like the way to go. And to be honest, I doubt Ache would do well in less challenging repetitive work even if he weren't driven so hard. And that tends to be a type of work you get if you are not either academically or socially competent (and Ache isn't competent socially and wouldn't be what ever we would had done.) And really, it was striking how our 'almost like any other kid' child changed to clearly special needs child during those couple months. It felt like such a simple choice at the time.</p><p></p><p>But he was so happy and carefree then...</p></blockquote><p></p>
[QUOTE="SuZir, post: 650875, member: 14557"] Around here special education is supposed to be very flexible system with different placements for different kids. Kids in Special Education can either have normal curriculum or it can be personalised (for example many are exempted from second foreign language or even both required foreign languages that mainstream kids have to take) and kids can be in Special Education for some classes and mainstreamed for others. Most of kids also are mainstreamed later even if they start in Special Education. That is, how it should go. And for many it does go like that. For example an early plan for Boyo is few years in smaller class room for most classes, mainstreamed for PE, art etc. and then mainstreamed totally before mid school (he did well in academical part of his psychiatric tests for school placement.) We will see. However I think we all know school world doesn't actually always work like 'the manual' and official version says. In the neuro class room Ache was that semester kids were clearly more affected than we were led to believe. And when some did have serious learning difficulties and even others had issues that could interfere with academic performance, and even though there was a Special Education teacher and an aide for six kids, my academically gifted little idget wasn't getting the challenge he needed. For them it was enough he was hitting the lowest goals. 'Just passing' just wasn't good enough for me and my husband considering how gifted Ache is. And they seriously inflated the grades and gave easier exams in that class even for kids who were supposed to have totally normal curriculum. It would had been fine if we had not been expecting Ache to compete for very competitive admissions later in life, but in the end, at the time, it seemed that making Ache as competitive as possible in his strong areas simply felt like the way to go. And to be honest, I doubt Ache would do well in less challenging repetitive work even if he weren't driven so hard. And that tends to be a type of work you get if you are not either academically or socially competent (and Ache isn't competent socially and wouldn't be what ever we would had done.) And really, it was striking how our 'almost like any other kid' child changed to clearly special needs child during those couple months. It felt like such a simple choice at the time. But he was so happy and carefree then... [/QUOTE]
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