The last homeschooler I dealt with was my age (roughly 23 at the time) and had no idea what Columbine was.
I was partially homeschooled. I was in the system until 16. My last class was drivers ed. I took the GED at 16 and passed. I'm working on my doctorate in Clinical Psych now. So my input is a bit different, but here's what I can say from my experience, and with dealing with schools, and children now:
There is a great deal of variability within States, Counties, Districts, and Schools.
Schools *can* do *ok*, provided they don't have to provide any special services.
Schools are shitty at detecting children with *actual* needs. They use screening measures that are meaningless to identify both gifted and potentially challenged children. Additionally, *if* the school detects the child, it's because they have been falling behind half a grade level for the last few years, placing them 2 full grades behind their peers. That's a lot of wasted time.
Curriculum is designed for the middle-of-the-pack student. Those at the high and low end suffer for this design.
I would add that Public school is probably a value at the until Middle School. That value probably maintains itself until High School *if* your child is doing well enough to take AP and/or college courses via dual enrollment.
I am going to be facing the choices you are facing now in a couple years. In my opinion, a *good* public school that can render special services if mandated by a IEP or 504 plan probably maintains it's value until about 8th grade. By then, academic progress can probably be improved at the individual level.
If the school fights IEP or 504 compliance, they are crap, and I wouldn't enroll my child there even if they weren't on a 504/IEP.
The intelligence quotient is a long outdated methodology for intelligence testing. I can guarantee he would not achieve that kind of score, before or after, standardization on the WAIS or SB.
The problem with IQ tests is that only a few are actually meaningful, and only in limited contexts.
Without reading the original article, that looks like a direct ripoff from Virtually Betters stuff that's been out for years.
http://www.virtuallybetter.com...
It should be noted that the article cited states that the DSM-IV is the most used publication for dealing with disorders. In fact, the DSM-IV-TR is, despite the release of the DSM-V which is still being transitioned to. Furthermore, substance dependence is addressed within the DSM. Whether or not dependence = addiction is another matter entirely.
This is a problem that's more widespread than you'd think. What's the solution? Pushing ahead against the mass of ignorance that's penetrated every facet of society?
Awesomesauce. So now we're associating "assault rifles" with nuclear waste.
Next week we'll have stories about the need to ban radioactive bullets...
(In before DU rounds already exist)
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The last homeschooler I dealt with was my age (roughly 23 at the time) and had no idea what Columbine was. I was partially homeschooled. I was in the system until 16. My last class was drivers ed. I took the GED at 16 and passed. I'm working on my doctorate in Clinical Psych now. So my input is a bit different, but here's what I can say from my experience, and with dealing with schools, and children now: There is a great deal of variability within States, Counties, Districts, and Schools. Schools *can* do *ok*, provided they don't have to provide any special services. Schools are shitty at detecting children with *actual* needs. They use screening measures that are meaningless to identify both gifted and potentially challenged children. Additionally, *if* the school detects the child, it's because they have been falling behind half a grade level for the last few years, placing them 2 full grades behind their peers. That's a lot of wasted time. Curriculum is designed for the middle-of-the-pack student. Those at the high and low end suffer for this design. I would add that Public school is probably a value at the until Middle School. That value probably maintains itself until High School *if* your child is doing well enough to take AP and/or college courses via dual enrollment. I am going to be facing the choices you are facing now in a couple years. In my opinion, a *good* public school that can render special services if mandated by a IEP or 504 plan probably maintains it's value until about 8th grade. By then, academic progress can probably be improved at the individual level. If the school fights IEP or 504 compliance, they are crap, and I wouldn't enroll my child there even if they weren't on a 504/IEP.
The intelligence quotient is a long outdated methodology for intelligence testing. I can guarantee he would not achieve that kind of score, before or after, standardization on the WAIS or SB. The problem with IQ tests is that only a few are actually meaningful, and only in limited contexts.
Without reading the original article, that looks like a direct ripoff from Virtually Betters stuff that's been out for years. http://www.virtuallybetter.com...
It should be noted that the article cited states that the DSM-IV is the most used publication for dealing with disorders. In fact, the DSM-IV-TR is, despite the release of the DSM-V which is still being transitioned to. Furthermore, substance dependence is addressed within the DSM. Whether or not dependence = addiction is another matter entirely.
This is a problem that's more widespread than you'd think. What's the solution? Pushing ahead against the mass of ignorance that's penetrated every facet of society?
Awesomesauce. So now we're associating "assault rifles" with nuclear waste. Next week we'll have stories about the need to ban radioactive bullets... (In before DU rounds already exist)