>Pjil;
>
>During my professional journey I have experienced many aspects of
>the special education field, on such step was as a 'behavioral
>specialist' with special education students expected to have full
>day regular education experiences. One of the things I did was to
>record at least one verbal intereaction my particular students had
>each class period. This practice stemmed from a previous exercise I
>used to conduct with nonverbal autistic students but wasn't
>necessary helpful once I started with students who didn't have the
>communication deficits that autistic students display.
>
>My point is that as the year went I started to notice the
>development and genesis of these verbal interactions to represent
>something beyond the immediate environement but represented more of
>the overall culture of the school. About this time [1995] is when I
>began my search for a more robust explanation then the operant and
>behavioral strategies I had been using.
>
>It could be possible to then say that the context of the dialogue
>you charted could be viewed as authentic, it just needs history for
>the genesis of the context to become clearer, maybe?
>
>eric
Eric,
I hope you won't think it rude if I ask you to use a larger font size
in your posts. I like the blue but my failing eyes have difficulty
with the small blue print against the grey background of my screen.
Gordon
-- Gordon Wells UC Santa Cruz. gwells@cats.ucsc.edu http://people.ucsc.edu/~gwells/
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