hmm what constraints do you think bind for childhood ed that don't for software?
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I was undiagnosed (with autism spectrum traits and related disorders, which were FAR more severe when I was a child) and was in-and-out of school psychologist interventions and other similar things from ages 5-17 I had meltdowns at school about once a month
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my parents, teachers, and other caretakers didn't know what to do with me. the only options that were presented to them as available were: psychiatric prescription medications (my parents decided against that), child counseling (we tried, but didn't find a suitable counselor)...
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not just worse; bizarre and to be clear I think the same dynamics that lead to child solitary confinement are played out on a less dramatic scale in normal classrooms it just doesn't escalate or feed in to itself as visibly
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fundamental problem is people with needs but no agency, not because it has been denied to them but because they do not have the ability to exercise it even when granted you need to somehow align some other agentful person's incentives with theirs. this is hard.
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