Warning: soapbox..... This is also why I get so frustrated by teachers and family members who constantly dismiss DS's learning needs by insisting that "He MUST learn to get along in the real world." Well, actually, mostly, no. I am quite confident that the moment he is allowed to escape his public school box, he will put himself into a reality of his own choosing - and it will NOT involve spending all day every day trapped in a room with people with whom he has no shared interests, listening to a one-way drone of highly linear, repetitive, shallow and slow-moving information about things he knew years ago and don't interest him even vaguely. Your reality, lady, not his.
Actually, I disagree: this idea is framed here in too extreme a way to be true to my experience.
If I understand correctly, Platypus101 was speaking of a child being denied access to higher level curriculum until EF skills are mastered, whereas DeeDee's child is subject accelerated in math and receives IEP/504 remediation/supports/accommodations for EF skills? Therefore it would seem that there is agreement in principle, that access to higher level curriculum ought not to be withheld until EF skills are mastered?
The idea that the person should spend time in an otherwise inappropriate learning environment to get EF skills is of course ridiculous.
one may be born with a particular set of predispositions for EF, but one can learn strategies for managing. What you're born with is not who you are in this regard.
This ability to develop calls to mind ideas presented in Carol Dweck's book,
mindset.
