On 06/10/2012 8:35 PM, Peter T. Daniels wrote:
> On Oct 6, 6:14 pm, Cheryl <
cperk...@mun.ca> wrote:
>> On 06/10/2012 4:03 PM, Peter T. Daniels wrote:
>>
>>
>>
>>> On Oct 6, 9:21 am, Cheryl <
cperk...@mun.ca> wrote:
>>>> On 06/10/2012 9:33 AM, Peter T. Daniels wrote:
>>
>>>>> On Oct 6, 7:35 am, Cheryl <
cperk...@mun.ca> wrote:
>>>>>> On 05/10/2012 6:11 PM, Peter T. Daniels wrote:
>>
>>>>>>> On Oct 5, 11:30 am, Cheryl <
cperk...@mun.ca> wrote:
>>>>>>>> On 2012-10-05 12:38 PM, Peter T. Daniels wrote:
>>
>>>>>>>>> On Oct 5, 10:51 am, Cheryl <
cperk...@mun.ca> wrote:
>>>>>>>>>> On 2012-10-05 12:39 PM, Charles Bishop wrote:
>>
>>>>>>>>>>> In article
>>>>>>>>>>> <
7551a319-f0e8-49ea-9af8-b0af65bcb...@e18g2000yqo.googlegroups.com>,
>>>>>>>>>>> "Peter T. Daniels" <
gramma...@verizon.net> wrote:
>>
>>>>>>>>>>>> On Oct 4, 11:09=A0pm,
ctbis...@earthlink.net (Charles Bishop) wrote:
>>>>>>>>>>>>> In article
>>>>>>>>>>>>> <
75efe56b-9e97-41d3-a9d4-7ae1be3aa...@w3g2000yqe.googlegroups.com>, "Pete=
>>>>>>>>>>>> r
>>>>>>>>>>>>> T. Daniels" <
gramma...@verizon.net> wrote:
>>>>>>>>>>>>>> On Oct 3, 10:28=3DA0pm,
ctbis...@earthlink.net (Charles Bishop) wrote:
>>
>>>>>>>>>>>>>>> I fully support public schools being able to choose whom they educate =
>>>>>>>>>>>> as =3D
>>>>>>>>>>>>>> well.
>>
>>>>>>>>>>>>>> So you would welcome a vast cadre of illiterates untrained for any
>>>>>>>>>>>>>> occupation?
>>
>>>>>>>>>>>>> What made you think that I would welcome them, from what I wrote?
>>
>>>>>>>>>>>> That you would allow public schools (which are the schools of last
>>>>>>>>>>>> resort) to reject potential students -- who thus could not receive an
>>>>>>>>>>>> education.
>>
>>>>>>>>>>> I am still wondering why you think I would *welcome* this. I added the
>>>>>>>>>>> emphasis because this is what I'm having trouble with. How did you come to
>>>>>>>>>>> infer that I would welcome the results?
>>
>>>>>>>>>> I think he assumes that there would be a 'vast cadre' of students tossed
>>>>>>>>>> out by public schools, and therefore anyone who thinks that a public
>>>>>>>>>> school should have some control over which students they can accept
>>>>>>>>>> agrees that the rejected students will form a very large group and cause
>>>>>>>>>> severe social problems, and also thinks this is a good idea instead of
>>>>>>>>>> perhaps an unavoidable side-effect or perhaps something that might not
>>>>>>>>>> happen at all.
>>
>>>>>>>>> Since the public schools _already_ take anyone who is rejected from a
>>>>>>>>> private school or a charter school, it's _starting_ with a lower
>>>>>>>>> average.
>>
>>>>>>>> Or a higher academic average but also a higher tendency to disrupt
>>>>>>>> things. Or parents who lost their jobs. I admit it's many years since I
>>>>>>>> looked at the reasons for public/private differences in outcomes, and
>>>>>>>> the researchers may, since then, have identified them all, but unless
>>>>>>>> that is the case, I think you're exaggerating somewhat.
>>
>>>>>>>>> Anyone rejected by the public school under Charles's proposal
>>>>>>>>> will have nowhere to go.
>>
>>>>>>>> I expect they'll go to the same sorts of places they do now - sometimes,
>>>>>>>> depending on how things are organized locally, to special schools or
>>>>>>>> classes organized by the school board itself.
>>
>>>>>>> Those _are_ public schools! But Charles wants them to be able to
>>>>>>> _reject_ applicants just as private and charter schools do.
>>
>>>>>> Public schools are perfectly capable of creating places - sometimes
>>>>>> entire schools - for those of their clients they don't want to keep in
>>>>>> the mainstream for one reason or another.
>>
>>>>>>>> Sometimes to various
>>>>>>>> schools for children with various 'special needs'. Sometimes,
>>>>>>>> particularly if they are well into their teens and no intervention has
>>>>>>>> succeeded yet, maybe out in the streets with the hope that they do learn
>>>>>>>> to accept help before they kill themselves or others.
>>
>>>>>>> Special needs children have been mainstreamed in NYC public schools
>>>>>>> for decades, and if there's anything realistic at all about the
>>>>>>> portrayal of the high school experience on *Glee*, in Lima, Ohio, as
>>>>>>> well (standing in for suburban schools everywhere).
>>
>>>>>> I put it in quotes because I wasn't referring to students who needed and
>>>>>> wanted assistance, but to those who are classified as 'special' in order
>>>>>> to get them out of the regular classroom - the thugs, for example, or
>>>>>> the severely mentally ill.
>>
>>>>>> Whether or not those who pose a less extreme challenge to the classroom
>>>>>> should be in or out is a matter of their condition and the
>>>>>> administration's philosophy. I've seen the practice swing from never
>>>>>> mainstreaming anyone to mainstreaming them all, including some who need
>>>>>> massive ammounts of support, and not providing that support.
>>
>>>>> The suggestion was for the children they don't want to _not_ be
>>>>> accommodated, not to set up ever more expensive holding pens for them.
>>
>>>> The end result is the same.
>>
>>>>>> I think I've seen part of one episode of Glee, but I tend not to get my
>>>>>> opinions about high schools (or much else) from fictional TV shows.
>>
>>>>> If you have a more direct way of getting information about high
>>>>> schools, do they mainstream Down Syndrome children? are they fully
>>>>> wheelchair-accessible?
>>
>>>> If it matters to you, look the information up on your local school
>>>> board's website. Or find an employee or student of it to talk with. I
>>>> can't imagine you have a serious interest in my local schools, but if
>>>> you do, the information is out there, I expect.
>>
>>>> But I typed too quickly. Of course, you're familiar with conditions in
>>>> my local schools! How else would you know if my answers to your little
>>>> test were correct?
>>
>>> I'm not talking about "local schools." I'm talking about universal
>>> policies -- presumably affecting all of Canada in your case. Are or
>>> are not "special needs" students "mainstreamed"? Do or do not public
>>> schools have the option of rejecting students whom it's too difficult
>>> or too expensive to accommodate?
>>
>> There aren't any universal education policies in Canada, and if they
>> were, it would hardly be a 'universal' policy from the point of view of
>> the rest of the world. Education is a provincial responsibility here.
>
> "Universal" refers to the universe of discourse. I extrapolate from
> the US, which has a federal Department of Education, which sets
> certain standards. Don't you have Ministries of this and that?
>
Since the topic has expanded to two different countries, I think it
reasonable to assume that the universe of discourse is bigger than either.
And no, there is no federal ministry or department of education in
Canada, although we have a wide range of mninistries concerning
themselves with other areas.
I think the feds may concern themselves somewhat with the education of
children of native people, children of military personnel, and children
whose native language is a minority language, assuming it's either
French or English, and assuming 'numbers warrant'. They subsidize
post-secondary education. They may provide educational materials you can
get on request on topics like 'How your House of Commons works" or "Your
National Parks" (I haven't actually seen such documents, but I've seen
similar ones and it's likely they exist). But they do not run
educational matters from pre-school to the end of high school. The
provinces do. If you want to find out about Canadian education policies,
you look at the provincial government and school board web sites, not to
the feds.
And it's pretty much guaranteed that although there are many
similarities among the provinces' educational systems, there are also
some differences, some of which may affect whatever we were discussing -
permanently expelling disruptive children, wasn't it? Actually, size of
system has a lot to do with that, too, with bigger systems being more
likely to be able to afford places to warehouse such children, thereby
getting them mostly out of the system, or by using such methods as home
tutors - an option normally for sick children, but it could be used for
others who can't function in a normal classroom.
Meanwhile, you will get - in large enough centres - 'alternative'
education centres which might be run by other groups entirely, such as
charities interested in helping adolescents, especially street kids.
--
Cheryl