On our special-ed classrooms being generally overwhelmed for teaching much

[Guest guest]

Generally, on most of the problems we are having with the schools and

the state with our kids?

Reading other boards, (as well) and from my own direct experience with

it, it seems to be a pattern that when our kids are out of their early

IBI/ABA intensive one-on-one education (intervention) program(s) (where

they should be so lucky to get them) they get lumped into a small

special-needs class with maybe 6 to 10 kids with a special-ed teacher

that may be only briefly familiar with ABA of taking a 6-hour course or

so, with some EAs (education assistants/teaching assistants/TAs) who

may not even have that much training

That's what I'm aware of, of the situation for children beyond, maybe 6

or 7 years old? if anyone would want to corroborate that, of the facts,

with their particular public school situation, that would be useful

here, I would think. I'm also hearing (somewhat muffled/muted-like?)

that we're " not " getting especially good results with that situation,

for children even moderately disabled. Yes? No? For you? Wasn't it

Lovaas, as well as others in the field, that warned that these kids

do " not " develop so well in " like " company? of perhaps defaulting to

the lowest denominator, of their emotional " resonance " perhaps? (That's

new/s for you?)

Add to that the dynamic of handling a more complex bunch of variables

to do with group teaching, that creates exponential possibilites for

problems related to Individual development and I'd say I see the

problem, of the typical stream if not template for how schools try to

teach special-needs kids as they age. (With fear, of " authority " and

regulation, thereof, perhaps? The kids " tow " a line of " that, " method,

where we get anything at all? Be thankful for that? (It used to

be " worse, " they say, or I should imagine?)

Would that really be " teaching? " I could think of a few other things

to call it, and I'm not blaming the teachers so much, of also falling

under that, dynamic? (of " Scary, " perhaps)

From my experience, unless an ABA practitioner/therapist (special-ed

teacher?) is very experienced and efficient, (or motivated) it usually

takes more than one person doing one-on-one to do anything remotely

close to what we can achieve with ABA and meaningful teaching, of

a " single " individual. For those not so talented to multi-tasking and

all that has to be done (not even considering at this point what a

behavior analyst provides?) 2 and even 3 people may be necessary,

certainly at a significant number of times through education, including

measurement, and " treatment, " of the various therapy treatments

required, is my sense of it, from my own " direct " previous and present

experiences.

Please don't tell me that's rubbish, for what I've got, because I've

had more than a dozen (20 maybe?) people at my own home (forgetting the

schools for the moment ) with all sorts of specialized

education " credentials, " Master's Degrees and PhD's, on more than one

ocassion.. . [The less educated proved to be some of the best, I kid

you not!] and without the experience and the heart for the job

(forgetting for the moment the extremely specialized education now

academically required if not so often demanded? of educators serving

educators perhaps? or would that be of politics? of the BCBA, etc?)

they more than merely " seemed " INADEQUATE for the job, when by

themselves (without my or my wife's help )

To expect meaningful results from the paradigm I'm hearing from, of the

schools today, of a special-ed teacher and 1 or 2 or even 3 aides

trying to do meaningful instruction and interaction (dare I say

communication?) with several moderate to severely challenged special-

needs children or students seems, " otherworldly? " (To capture the fun

of it?) " Trips " would be especially problematic, thereof.. .

That's my sense of that if not a problem to do with maybe a " million "

kids in America? (and counting?) I'd say that is no small problem. A

six hour course on how to do ABA (of learning theory!) for such a

classroom situation is also no small problem relative to, what some

parents are capable of (?) I'm " very " sure.. . I suspect many of them

would work for free, but I would also wonder why they should have to,

considering, well, you know?

Does anyone else see it that way and what does anyone propose that we

do about it? Barak Obama, or anyone in a position to do something, if

not more, about that, are you listening? .. .

Mike,

I ABA

ABA for Understanding More

Does it really have to be a choice between 6 hours of specialized

training with inadequate back-up, vs, 10 years of higher education with

a typically unrealistic budget and nothing of the sort in resources on

the horizon to do the best-outcome scenario? Why isn't there more " in

between " bothers me, of, there really doesn't seem to be the " social "

will for it, of our priorities, thereof?

Where you are not satisfied with the situation you should at " least "

say so, or you would have no one to blame but your self, when you

understand what the problem is? .. .

On doing the " analysis " more than the language?

Food for your next " move, " perhaps, I can more than " just " hope..

It's easier to make your next move when you understand that (as much,

perhaps?) is my sense of It.. .

They also say the squeaky wheel gets the grease, at the expense of the

other/s, perhaps? (And they also say a wheel too squeaky also gets

replaced!) I'm not just about being squeaky for myself, is also my

sense of, " Communication, " out in the " open " as I am, Thereof. [And]

How I like to be.. .