On Sun, 23 Dec 2001 09:11:01 -0800, you wrote:
>> That basic view is that the child is an improver. It is a
>> view that the child
>> is a developer, a learner, a grower.
>
>I was wondering what would happen if a child came to Sudbury that did
>none of these things; neither learned, grew or developed the whole time
>they were there?
What could this describe? A child enrolled at the age of four years
who appears typical in all regards, ie speaks like a 4 yr. old, eats
like a 4 yr. old, walks, talks, behaves, etc. like a 4 yr old, ....
and then doesn't change interests, physical and intellectual
capabilities, apparent level of understanding, ... over an extended
period of time as one would expect? This sounds to me like a
pathological situation.
If this is the concept of your question, I would expect staff (and
others) to quickly notice the situation, meet with parents to discuss
the situation, ask for (perhaps even insist on) professional
assessment, and proceed from there. The sudbury model is not designed
to accommodate such pathologies.
Mike
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