Really? I'm on a copyeditor's list, and the topic of when we learnedLike life being a natural state, defined in different ways in different people, but not inherently flawed and requiring treatment, dyslexia and autism are both better understood as different strategies than defects. Both are totally problematic for schools because they cannot process disjointed bits that form a picture later and the schools have to offer education with whole pictures instead. Not an assembly line model, but only a problem for those who bought into assembly line childhood concept.
to read came up. Almost everyone was reading by the time they were 4.
Unschooling puts the child in an atmosphere of "Reading? Oh, you'll pick
that up when you need it or want it. Don't sweat it." And they do. As
long as
the process is not blocked or thwarted, it always happens.
Unless they're dyslexic, which is an actual neurological dysfunction.
Which is not to say that public schools necessarily deal with dyslexic
kids well. Some do, some don't.
A man who had been first a priest and then an educator (now there's aTotal agreement from me. If she could learn to feel what health was for her and notice the changes caused by the growing being, there is no doubt she would know 2 things critical for a child's development. That her body (and the child's) will respond to whatever is ingested. And, that the child's being is distinct and needs respect as an individual not a future individual. NCLB denies individual existence. Its statistics are based totally on relationships between tutoring, testing, and limiting factors. As with health, they create a need, fill it, then "fix" the need for anyone else too. (anyone actually gotten better service from a Microsoft Certified Technician yet?)
background for everyone to fault) held the opinion that we were
wasting our time with NCLB. His opinion was that we as a society
needed to make sure that pregnant women and infants had good
nutrition.
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