Welcome Sher,
I am the parent of a 2E child with developmental coordination disorder, dysgraphia, and stealth dyslexia. It sounds like you're in a good place in that your ds has been tested and you have quite a bit of info, in addition to having teachers that care about him - that's huge!
FWIW, our journey in the world of 2E started in late 2nd grade when our ds' disabilities were first diagnosed. My advice is to start with learning as much as you can about your ds' challenges - which it sounds like you already have. Then be sure you have accommodations in place in the classroom and for testing. For instance, is your ds required to read the questions on standardized and classroom tests or does he have an accommodtion to allow someone to read the questions to him? Once you have your accommodations documented either through an IEP or a 504, you could advocate for those same accommodations to be used when testing for the gifted program at your school. Also fwiw, don't take the word of the regular classroom teacher and the LD teacher as final in terms of what the gifted program will accept as proof of giftedness, the gifted program staff may be very willing to read the questions to your ds, or they may do that anyway if they do individual testing.
Next thing, as epoh mentioned, the gifted program may not be worth the hassle to get into depending on how it's administered. If it's additional work with little intellectual challenge, it might not be that important to your ds. We chose not to send our ds to our district's magnet gifted school because we were told by parents there that the homework load and writing expectations were huge and took priority over nurturing the children's intellectual creativity. We felt that wasn't a good fit for our ds, although we also know it's a good fit for many gifted kids - high IQ or not, all kids are different in learning styles and needs
We were discouraged by our ds' teachers from enrolling him in the gifted pull-out program because they felt it is too much of an interruption in the school day. We had some worries about doing it because we were so focused on understanding, accommodating and remediating his areas of challenge in early elementary that we gave up on it for a few years (we also had a teacher in 3rd grade who tried telling us you can't be in gifted and sped at the same time - simply not true!). Anyway, in hindsight, that wasn't our greatest parenting decision - we finally went ahead, ignored his teachers and enrolled him in the gifted pullout in later elementary and it was the first time ever in school *ever* that he came home excited about something, and the gifted teachers were much more understanding of and willing to accommodate for his disabilities than his regular classroom teachers had been.
Best wishes,
polarbear
