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Re: [VerbalBehavior] heterogeneous grouping in class

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Guest guest

Guest guest

Posted
Posted

Hi Allie,

Great question.

I have a whole chapter on this topic in my book. I was an inclusion specialist

in the late 90's and have a very interesting perspective having seen and to some

degree been on all sides of the inclusion vs. self contained classroom debate.

In general, I think that educating a child outside of the typical environment

robs him of the experiences necessary to become a successful member of the

typical environment. The support to this is explained fully in the book. I

think the chapter holds a strong argument that would be valuable to anyone who

wants to convince their school district that their child should not be removed

and remediated.

I hope you give it a look. If so, please share what you think.

________________________

Schramm, MA, BCBA

www.lulu.com/knospe-aba

www.knospe-aba.com

________________________

[VerbalBehavior] heterogeneous grouping in class

Hi everyone. I was wondering what your opinion is on

grouping a self-contained autistic class (K-1)

heterogeneoulsy (3 high-functioning

intermediate/ advanced learners with 3 early learners

some may be nonverbal) vs. homogeneously (all

nonverbal early learners or all intermediate/ advanced

learners). Thanks,

Al

____________ _________ _________ _________ _________ _________ _

Food fight? Enjoy some healthy debate

in the Answers Food & Drink Q & A.

http://answers. / dir/?link= list & sid= 396545367

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________________________________________________________________________________\

____

Music Unlimited

Access over 1 million songs.

http://music./unlimited

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Guest guest

Guest guest

Posted
Posted

Hi Allie,

Great question.

I have a whole chapter on this topic in my book. I was an inclusion specialist

in the late 90's and have a very interesting perspective having seen and to some

degree been on all sides of the inclusion vs. self contained classroom debate.

In general, I think that educating a child outside of the typical environment

robs him of the experiences necessary to become a successful member of the

typical environment. The support to this is explained fully in the book. I

think the chapter holds a strong argument that would be valuable to anyone who

wants to convince their school district that their child should not be removed

and remediated.

I hope you give it a look. If so, please share what you think.

________________________

Schramm, MA, BCBA

www.lulu.com/knospe-aba

www.knospe-aba.com

________________________

[VerbalBehavior] heterogeneous grouping in class

Hi everyone. I was wondering what your opinion is on

grouping a self-contained autistic class (K-1)

heterogeneoulsy (3 high-functioning

intermediate/ advanced learners with 3 early learners

some may be nonverbal) vs. homogeneously (all

nonverbal early learners or all intermediate/ advanced

learners). Thanks,

Al

____________ _________ _________ _________ _________ _________ _

Food fight? Enjoy some healthy debate

in the Answers Food & Drink Q & A.

http://answers. / dir/?link= list & sid= 396545367

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________________________________________________________________________________\

____

Music Unlimited

Access over 1 million songs.

http://music./unlimited

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Guest guest

Guest guest

Posted
Posted

Hello,

I live in Argentina and we don't have inclusion programs, but we do have

integration in regular classroom. For the other part time, I run an

educative Center for ASD children. In our model it's imposible to ge good

results in heterogeneous classroom. We don't work one to one but in small

groups with shadows. Low functioning children need closer attention that

higher and I saw that these children immitate behavior based on the

attention they see their mate is getting by the adult. May be they wouldn't

immitate the behavior, but the same function. In that case, there arrice a

lot of behaviorla problems for competing among themselves. We preffered to

pair them in similar developmental level so we could use this competition as

reinforcer with very good outcomes. We can teach more and children are

progression in socioemocional, communication, academicas and selfhelp skills

in a very good rate.

If otherwise the child is included in regular classroom age apropriate, a

proper behavioral plan should improve the childs learning in high rate.

na

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Guest guest

Guest guest

Posted
Posted

Hello,

I live in Argentina and we don't have inclusion programs, but we do have

integration in regular classroom. For the other part time, I run an

educative Center for ASD children. In our model it's imposible to ge good

results in heterogeneous classroom. We don't work one to one but in small

groups with shadows. Low functioning children need closer attention that

higher and I saw that these children immitate behavior based on the

attention they see their mate is getting by the adult. May be they wouldn't

immitate the behavior, but the same function. In that case, there arrice a

lot of behaviorla problems for competing among themselves. We preffered to

pair them in similar developmental level so we could use this competition as

reinforcer with very good outcomes. We can teach more and children are

progression in socioemocional, communication, academicas and selfhelp skills

in a very good rate.

If otherwise the child is included in regular classroom age apropriate, a

proper behavioral plan should improve the childs learning in high rate.

na

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