Guest guest Posted January 11, 2001 Report Share Posted January 11, 2001 You're absolutely right!! Whenever a kid with autism doesn't make progress, all of the sudden it's the kid's fault. However, when he does make progress it's due to large effort on the part of the teacher(s). I can almost bet that the teacher or aide is standing across the room or even next to your son, but doesn't understand how or is not willing to physically prompt the appropriate behavior. I would almost venture to go so far as to say that they are giving him a verbal prompt only. As someone who knows how crucial some seemingly " small " matters are, I think that the staff in the room do not understand how crucial their being there to physically prompt him at the exact moment when he done with his cup is!! I am in no way perfect and still have much to learn, but I have actually bruised myself diving over tables to be " there " at the exact moment! Yes, I am a total nut for these kids, but they're learning! (me too!) Amy Velazquez Macksaunt@... Quote Link to comment Share on other sites More sharing options...
Guest guest Posted January 12, 2001 Report Share Posted January 12, 2001 In a message dated 1/11/01 9:45:06 PM Central Standard Time, tedeileen@... writes: > Thank the universe for people like Sundberg, Partington, Carbone, et > al who state that if the student isn't learning the teaching methods > need to be looked at. Believe it or not, if I saw that report card a > couple of years ago (pre my knowledge of aba, vb) I would not have > questioned it! Or worse, have " blamed " . One listmate, I > believe on another list, stated how > empowering that idea was after she'd heard Carbone state it at a > seminar. I agree! > Eileen and others, Several years ago the African-American parents in my school district stopped accepting the performance gap between their kids and the white kids. They did not accept the " culture blame " that the SD tried as an excuse -- though some of their organizations have since worked on increasing the prestige of good grades. They kept insisting that if the SD was a great educator, it had to close the gap. Finally, after a lot of effort and $ spent, that gap is closing. Hispanic families have climbed on the band wagon and are insisting that their kids get a quality education too. I think that those of us who have kids with disabilities and IEPs, need to insist that the educators who work with our kids achieve positive and measurable results. The law is on our side. Unfortunately, WE are the only enforcement tool. But if we accept excuses, blame or empty promises, our kids will not get the education they need--and to which they have a legal right. Stepping down from my soapbox, Quote Link to comment Share on other sites More sharing options...
Guest guest Posted January 12, 2001 Report Share Posted January 12, 2001 > I am in no way perfect and still > have much to learn, but I have actually bruised myself diving over tables to > be " there " at the exact moment! Yes, I am a total nut for these kids, but > they're learning! (me too!) > > Amy Velazquez > Macksaunt@a... Amy, I envy whatever school district is lucky enough to have you! Eileen Quote Link to comment Share on other sites More sharing options...
Guest guest Posted January 13, 2001 Report Share Posted January 13, 2001 At 09:35 AM 1/12/01 EST, OMara@... wrote: >In a message dated 1/11/01 9:45:06 PM Central Standard Time, >tedeileen@... writes: > > >> Thank the universe for people like Sundberg, Partington, Carbone, et >> al who state that if the student isn't learning the teaching methods >> need to be looked at. Believe it or not, if I saw that report card a >> couple of years ago (pre my knowledge of aba, vb) I would not have >> questioned it! Or worse, have " blamed " . One listmate, I >> believe on another list, stated how >> empowering that idea was after she'd heard Carbone state it at a >> seminar. I agree! >> > Dear and Eileen, etc., Oh, I hear ya! I may or may not have said the empowering piece above, but I have thought it and said it to some people I know. Not sure if I ever wrote it or not. The issue is that when professional educators insist on dumbing our kids down due to their inability to be creative, intense and individual the program in the truest sense our kids will " fail " but through no fault of our own. Before I ever read the ME book for instance, when we started out exploring ABA, I was telling teachers, he needs things broken down, he needs a lot of practice, he needs to have things make sense and this may vary, in how slow or fast you teach for EACH skill or concept. Did they understand this? I don't know, but nobody took my advice, then later pleas to do something to help my bright eyed son with severe and even profound hyperactivity and distractibility. He was a delight in many ways, but he certainly was not learning much of anything from them. Discovering ABA was like finding a key. Discovering AVB, from a key that opens doors, we found something that removed the whole door. Jennie Jennie Quote Link to comment Share on other sites More sharing options...
Guest guest Posted January 13, 2001 Report Share Posted January 13, 2001 > .. I think that > those of us who have kids with disabilities and IEPs, need to insist that the > educators who work with our kids achieve positive and measurable results. > The law is on our side. Unfortunately, WE are the only enforcement tool. > But if we accept excuses, blame or empty promises, our kids will not get the > education they need--and to which they have a legal right. > Stepping down from my soapbox, > > > > Quote Link to comment Share on other sites More sharing options...
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