|
|
Re: Inclusion research
Posted:
Feb 7, 1997 2:48 AM
|
|
In article <01bc10b3$15a5a960$62319bcf@young.cybertime.net>, "catherine" <cat@cybertime.net> writes...
#> >Absolute drivel! I will never accept a concept of a "gifted" class
#
#Please explain Da Vinci and Einstein. Please explain also how it is
#helpful for the other 30 students in my class when the one "inclusion"
#child acts out so badly the class order is destroyed. Because this behavior
#is indicated in the child's IEP as a "handicapping condition", the child
#may not be remoeved from the classroom simply because he throws furniture
#at other students.
#
#The notion that it is not possible for someone to be smarter than someone
#else or that everyone should be in the same place at the same time is
#counterproductive.
#
Indeed. Such systems (in the words of broadcaster Paul Harvey, I
believe), punish excellence and reward mediocrity. He said one of
the marks of a society is the way it treats its brilliant children.
For instance, US American society whines and cries when its
athletes come in second in some international competition (i.e,
look at the US reaction to losing the 'fastest man' title), but it
doesn't care or even know when its math students come in 14th on
some international math test. (This illustration is currently
running on a "stay in school" radio advertisement up here.)
I think this tells us where society's priorities are.
Fred W. Bach , Operations Group | Internet: music@triumf.ca
TRIUMF (TRI-University Meson Facility) | Voice: 604-222-1047 loc 6327/6278
4004 WESBROOK MALL, UBC CAMPUS | FAX: 604-222-1074
University of British Columbia, Vancouver, B.C., CANADA V6T 2A3
"Accuracy is important. Details can mean the difference between life & death."
These are my opinions, which should ONLY make you read, think, and question.
They do NOT necessarily reflect the views of my employer or fellow workers.
|
|
