"It's a numbers game. The argument is how many people actually have it and use it. If it's not a significant portion of the population than you can make the argument that it's a ludicrous goal to set that says we have to get every student there."I agree. I have put three children through the public school system, two with autism. For all three of my kids, educators have made assumptions about what they couldn't do that were flat wrong.
Who makes this decision and when do they make it?
"This thread poses the argument that the kids have already figured this out, long before the adults."
What, exactly, do they figure out? Do they come to the conclusion that they are just not good in math; that they don't like math? Is that really the case or is that because of bad teaching and curricula? KTM is all about fixing the problem of K-8 math and making sure that kids don't come to the wrong conclusion. It's about keeping educational doors open. Besides, up to a point, I don't care what my son likes or doesn't like. He has to do the work. I will decide which doors to close, and I will thank the school and other adults for not making that decision for me. I would also hope that they would not make that decision for kids who do not have parents who protect them from do-gooders and societal bean counters.
Probably our worst experience of this was the public school in Los Angeles where the teacher thought Jimmy was nonverbal. We had no idea they thought that, and when we found out Ed videotaped me working with Jimmy on his flash cards.
After the teacher saw the video, she said, "I wish you'd told us."