Quote:
Originally Posted by shinerbock
I understand this, but does it really matter? The kid was what, 5?
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I think it matters as to the teacher's intent, in my mind.
I cannot envision a rational, intelligent, well-adjusted teacher ever subjecting a child with any sort of high-functioning autism to this sort of "rule-by-peer" or whatever. I can't really understand this at all.
I can see a well-intentioned but misguided teacher attempting to include the class, to try to "soften" the blow and create a relationship between actions and effects in the child's mind through his peers and (presumably) friends if the child were considered an otherwise normal five year old who acted out. In fact, I think it's actually a relatively accepted practice (the "I statement" method) - and while it looks like she implemented it poorly, I can at least understand where she's coming from.
One is more of a basic or (possibly) well-intended error, while the other is a borderline abomination.
Then again, since what she did was pretty much incorrect either way, you could certainly argue it doesn't matter in the slightest, and I wouldn't argue.