I'm doing distance learning with a 7 year autistic grandson that starts each morning with a 30 minute zoom meeting w/ teacher and whichever classmates show up...usually only about half. Then we have some lessons on video, and workbook assignments, etc., to do. The whole "school day" is done in less than two hours, and that includes short breaks for physical activity to keep him from from getting bogged down. Keep in mind, this is a "special ed" student. The rest of the day he does his chores, plays, helps cook our meals, watches cooking and nature videos with me, reads, talks to us about animals/nature/God/Pokemon/Thomas-the-Tank, etc., plays, helps his mom put in this year's garden, does art work, plays, recites math facts while jumping on his mini trampoline, and so on. The only thing he misses is having other kids to play with. So...I have to wonder what the hell they had him doing in school all day.
One of the things that we’re all going to find out during this is that the rest of the day teachers spend the majority of their time having to deal with problem children.
I know in our district, with Special Ed kids integrated into standard classrooms a) The SpEd kids can’t get the attention they need and suffer b) The other kids can’t progress as quickly as they are able because the teacher must devote so much to the slower kids.
I totally see the advantages that both groups can have by spending time together and learning from each other, but failing to address that some kids learn differently and need a different pathway fails everybody.
I feel you. I work closely with several kids with special needs and it has really been a struggle to feel like they are getting anything out of this whole shutdown.
My own kids who are (humble brag) very good students all in advanced placement are blowing through their daily lessons and starving for more.
I'm doing distance learning with a 7 year autistic grandson that starts each morning with a 30 minute zoom meeting w/ teacher and whichever classmates show up...usually only about half. Then we have some lessons on video, and workbook assignments, etc., to do. The whole "school day" is done in less than two hours, and that includes short breaks for physical activity to keep him from from getting bogged down. Keep in mind, this is a "special ed" student. The rest of the day he does his chores, plays, helps cook our meals, watches cooking and nature videos with me, reads, talks to us about animals/nature/God/Pokemon/Thomas-the-Tank, etc., plays, helps his mom put in this year's garden, does art work, plays, recites math facts while jumping on his mini trampoline, and so on. The only thing he misses is having other kids to play with. So...I have to wonder what the hell they had him doing in school all day.
One of the things that we’re all going to find out during this is that the rest of the day teachers spend the majority of their time having to deal with problem children.
I know in our district, with Special Ed kids integrated into standard classrooms a) The SpEd kids can’t get the attention they need and suffer b) The other kids can’t progress as quickly as they are able because the teacher must devote so much to the slower kids.
I totally see the advantages that both groups can have by spending time together and learning from each other, but failing to address that some kids learn differently and need a different pathway fails everybody.
I feel you. I work closely with several kids with special needs and it has really been a struggle to feel like they are getting anything out of this whole shutdown.
My own kids who are (humble brag) very good students all in advanced placement are blowing through their daily lessons and starving for more.