“After the evaluation, the child who leaves with you is the same child who came with you, no matter what the testers tell you in the report” (Swope 147). In this section of the book, Swope expanded on the structure of a classical Christian education. She examined the process of diagnosis, treatment, and educational plans of an exceptional learner. Her children were evidence that physical and mental conditions do not define the potential of a student for success. The mental and physical conditions of exceptional learners do not define their ability to improve, learn, and excel in life and the classroom. When parents and teachers receive a diagnosis, they need to be careful with how they handle it. Swope wrote “Whether he receives a formal
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While a disabled child should not be defined by his condition, parents and teachers should take into account the limitations of that child. Swope said “For years, we pushed ourselves and our children to be ‘normal.’ One Christmas we arrived at an evening caroling arty that began after Michelle’s bedtime, only to have the exuberant and overly tired Michelle jump impulsively out of the van in her party shoes and into the mud” (Swope 149). People with disorders have limitations, so the understanding of friends, family, and teachers is important in making that personal feel normal. There is a huge push to try and integrate disabled children into normal settings. Sometimes shifting for them helps the pressure and tension. Swope suggested that children diagnosed with conditions and disorders should not be defined by that disorder. Swope suggested that “‘Luke has bipolar disorder’ is less defining and less limiting than ‘Luke is bipolar’ we want to be honest, but we need to be careful and respectful” (Swope 148). Three elements to achieving this are caution, encouraging responses, and honesty and respect. Physically and mentally disabled children are created by God with many wonderful talents, characteristics, and strengths. A disability can cover those up if parents and teachers define a child by his or her
While a disabled child should not be defined by his condition, parents and teachers should take into account the limitations of that child. Swope said “For years, we pushed ourselves and our children to be ‘normal.’ One Christmas we arrived at an evening caroling arty that began after Michelle’s bedtime, only to have the exuberant and overly tired Michelle jump impulsively out of the van in her party shoes and into the mud” (Swope 149). People with disorders have limitations, so the understanding of friends, family, and teachers is important in making that personal feel normal. There is a huge push to try and integrate disabled children into normal settings. Sometimes shifting for them helps the pressure and tension. Swope suggested that children diagnosed with conditions and disorders should not be defined by that disorder. Swope suggested that “‘Luke has bipolar disorder’ is less defining and less limiting than ‘Luke is bipolar’ we want to be honest, but we need to be careful and respectful” (Swope 148). Three elements to achieving this are caution, encouraging responses, and honesty and respect. Physically and mentally disabled children are created by God with many wonderful talents, characteristics, and strengths. A disability can cover those up if parents and teachers define a child by his or her