>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/
This archive was generated by hypermail 2b29 : Sun Dec 01 2002 - 01:00:08 PST
The LCHC website last updated in 2022. The files now available herein are being maintained strictly for historical reference, research, and recordkeeping purposes. The content of the site has not been altered or updated since archiving. Content on this site may not meet current digital accessibility standards. If you require an alternative, accessible format of any information found on this site, please contact Bruce Jones, bjones@ucsd.edu to request an accommodation.