A lot depends on the child's temperment. That's one reason the IAS is so useful.
It's easy for those of us who have done accelerations to look at "PG" and think that it's impossible to keep them in a classroom with neurotypical agemates, but if the child has the right disposition that may not be true.
ha - i came here to say just that. my kiddo is nowhere close to PG, but she still can't be in a class with agemates without falling into a severe depression. she needed a triple+ skip this year AND homeschooling - she's just too much of a raging perfectionist/delightful weirdo to be in class with other 5 year olds. i hope this will change
as she becomes more sure of who she is and what she likes - but, like everyone else, we're just taking it one year at a time.
i think it's
awesome if a PG kid can enjoy school with age-mates AND
still be him/herself [b]without[/b] the usual problems. for me, the deciding factor was simply whether or not my kid was actually thriving - and that included a whole range of criteria. mommajay, it sounds like your girl is pretty happy with her friends right now - and if you (and the school) can meet her intellectual needs in other ways, maybe that's just fine. your kid might want more down the line, and i'm sure you'll cross those bridges when you come to them!
all the best!
