The e-mail is gone, now to just wait. I honestly don't think it will do any good but maybe I can get a few answers. Sounds like you have lots of other stuff going on with your kids. My sister skipped a grade back in grade school and I've known one child now that skipped a grade but they don't seem to do it as often as they used to. Has that worked well with your DS?

My son is no where near needing to skip a grade. He isn't nearly as advanced as many of these kids being talked about on this board. But he is advanced in certain areas and I would liked those nurtured. I guess we'll see if the school system has anything they can offer and if not, I will just keep providing the opportunities myself. I'll let you know when/if I hear something back.

Thanks!

The squeaky wheel eventually does get the oil! The hard thing is finding the fine line between not being too obnoxiously "squeaky" while still holding them accountable.

My girls are more "averagely" gifted (if I dare put those two words together), and you are right to pursue things for your son regardless of his level. I know it's hard. I remember wanting more for my oldest, but knew she wasn't THE brightest, and it made asking hard. She took a math aptitude test a few years up one year, and hit the 53rd percentile, which in hindsight should have gotten her something more. But at the time I let them convince me it was "only the 53rd".

At least with my son, it's such a need that deciding to act is made easy. His scores several years up are STILL in those 90's! He simply must have some changes in place. Public school is not set up for kids like him, but with two skips overall and a third in math, it keeps him engaged. We are taking it year by year. The decision to skip him into his sibling's grade was not made hastily, but so far it's been working quite well.

Anyway, keep plugging away! It's worth the effort for both your son and the kids like him following behind. The more people who ask, the better the chances that others will come forth, and we can all be heard. This problem of ignoring our brightest is not unique in our country today.

No oil here, sadly. The supervisor replied with a "he doesn't meet the scores" reply and totally ignored all my questioning about the states recognition/alternative testing/etc. for 2e kids which is what my e-mail was about. I didn't even ask for anything for my DS I just gave her a quick overview of what we have gone through and asked for general info about how 2e kids are identified and helped in our state. I guess that means they aren't. Sigh.....I did e-mail her back asking for further clarification but I don't think I will get anything.

Oh she did say he had a VERY high verbal score and hopefully his achievement testing would be higher in the future. Doesn't sound like she's getting the whole visual tracking/perception issue does it??

Oh well, I don't know where I could go from here. I'll have to give it some thought. Brick wall after brick wall. I'm just so disappointed in these educators, although I don't know what I was expecting. Maybe I'll come up with something else to do. But what??????

((((EandCmom))))

How discouraging!!! What would help the most is local families in similar situations. However, finding them is the hard part. I'm thinking of you! And hopefully his achievement scores WILL bounce up in the future.

Thanks again for your encouraging words. I hope things continue to go well with your children, it sounds like you are doing a great job finding what is best for them.

As for the scores, I guess we'll see!!! :-)

Thanks!!!

Please feel free to browse around and try some other threads...this is a great place for support.

Hi EandCmom,
I wanted to welcome you. I really enjoyed the book "Uniquely Gifted." It was the first "Gifted" book I ever read. I think you might enjoy it - sort of like having a great party where everyone attending is an expert on some aspect of "2E."

I'm glad that you are making space for yourself here on this board even though your son doesn't remind you of some of the children here. In my view it's all about meeting the educational needs of the child that wouldn't be met in a regular classroom. I don't care how severe the need is - or how many subjects it is in - a need is a need is a need!

I'm so glad that you have a school which gives all the children an accelerated curriculum. Sounds like a pretty good fit to start with, which is something to celebrate. I'm hoping that the visual issues clear up with the therapy - that would be so wonderful.

Smiles,
Trinity

Hi Trinity! Thanks for the welcome too.

I got a call from the supervisor today and she was WONDERFUL and she got what I was saying and she understood where I was coming from and I finally felt heard!!!!! Of course, our state doesn't have any alternative criteria to help right now but she was hopeful after he has been in therapy for awhile, his scores might be such that he would qualify. I don't really care about that at this point but it is nice that someone finally got what I was saying!!!! And was interested and wanted to know more!!! :-)

I have already ordered "Uniquely Gifted" from my library and I am really looking forward to reading it. I am so thrilled to finally understand what is going on with my DS and can't wait to learn more. I'm a researcher (I research EVERYTHING)so I would love any more suggestions if anyone has any more.

Thanks!

Yippee!
Big Smiles,
Trinity

Good to hear that someone was using their listening ears! I have a 2E son age 8. It has taken me 4 years to finally get to the point that his school will consider Gifted and Learning disabled as a combined difficulty. The biggest issue we have is that his processing and organization scores are significantly lower than his Verbal and Non Verbal scores. However, they are not the required 2 standard deviations below normal that would qualify him for services. But they are low enough that they hold him back in his other scores and on his Full scale IQ so that he doesn't meet the magic 130.
Oddly enough getting a possible ADHD and possible Bi-Polar DX label did get him services and they are working on the processing and organization under a designation of Other Health Impairment.
I think my point is don't give up and sometimes a back door approach works.
After observing him, the school is convinced that he is most likely in the PG range of gifted and is working on figuring out what to change to provide a challenging education while still meeting his social/emotional needs. That meeting is set for later this month...