Urselius wrote:
AardvarkGoodSwimmer wrote:
And in general, I think school is a lousy environment, whose main purpose seems to be to warehouse kids so that parents can work.
The reception class did not really teach much, it was, I think, mainly there to socialise the children. Also, it was very large, with over 40 kids and two teachers. There was lots of organised, and disorganised, play. They could not have designed a more autism-hostile environment if they had tried!
Yeah, that’s kind of my view of school. That they couldn’t create a more aggressively anti-autism environment if they tried!
I can remember my mom, who started out in college as an art major, taking me to one of these enrichment art classes when I was around ten years old. My mom can be disorganized, and then she overtries and over-compensates in somewhat unpredictable ways.
Anyway, she got me to the class about 10 minutes early. And it’s this noisy environment. And no, it most emphatically does not start on time. Of course, it doesn’t start on time.
Long minutes click by and maybe it starts 8 minutes late. And then, the guy tries to tell some wooden jokes to build “rapport.” Let’s just do some art . . . Please! If I was running the class, the kids would be handled art supplies as they walk in the door, and then, if they get there early, they can start early.
In the noise and chaos, I think many of the kids liked the nightclub-like or cocktail party-like environment before the class started. And I’m guessing many really enjoyed the unstated “permission” to misbehave and be loud in a school environment. But, perhaps even some of the non-spectrum kids didn’t. I was too hunkered down to notice.
And the kicker— By abdicating responsibility, in my view, the teacher lost all claim to authority.
I’m generally anti-authority. And no, quite frankly, this has not served me well.