Update:
We had another school meeting recently. I think that the specials (GT teacher, Emotional support and Guidence Councelor) in the room finally got the problem. The regular classroom teachers for this year and next seem resistant (maybe just not understanding that gifted does not always mean high acheiving) to understanding the issues for DS.
I'm on a teeter-totter right now. I'm thrilled that some of the issues I've been trying to get across have reached some ears. We will be making some changes to his IEP. Also, there is talk (FINALLY!) of letting DS keyboard at least some of his writing assignments if he puts the effort in this summer to bring up his typing speed. Also the specials all seem to be in agreement that the volume of work DS is expected to do is more than he can physically and emotionally handle right now and exceeds that required of his age peers.
Now, I'll be a bit more optomistic if the regular teacher gets a better understanding of 2E in the classroom. I got the impression that she might not have every knowingly had a 2E child in her class. Comments like he lacks focus and direction, needs to pay attention better, doesn't get straight 100's, he could be doing more to get further ahead but lacks ambition make me concerned. She seems to equate gifted with high achieving. She has had him for a subject skip this year and will most likely be his ful ltime teacher next year. On the positive side the others in the meeting seem to understand that she might have been missing the 2E piece of the puzzle.
Keep you fingers crossed please!
