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[quote=Anonymous][quote=Anonymous] :!:

[quote=Anonymous][quote=Anonymous]My son emails it to the teacher and me. He is also supposed to turn it in to the teacher. If the teacher doesn't get it or doesn't see my son during the day, she emails me and I forward it to her.  He has an IEP and this is one of his goals. [/quote]

So enabling him is a helpful strategy?

Who the hell identified THIS "strategy" on his IEP? [/quote]

What you call enabling is actually scaffolding. If the child can't get from A to B, what do you think would be an acceptasble strategy to get them there? [/quote]

Scaffolding, dear one, is a way to chunk lessons (context changes) based on skill building.  A parent/general educator/special educator doesn't ACT as a safety net if the child fails to reach the next step.  If little Jo Jo KNOWS she can rely on Mommy to turn in HER homework, that action defeats the purpose of scaffolding.  Will Mommy be there in college to turn in Jo Jo's paper?

The point of scaffolding is weaning.  These measures aren't to be used forever.  And if X isn't working, you don't keep on doing X.

Were you asleep during Teaching 101?  Or perhaps you're NOT an educator, which would make me feel a hell of a lot better.[/quote]

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