Yes, that makes sense. Except so much as the offerings are often thin on the ground and the tests are used as gates.
Or rather they are on the upper end. Schools actually seem better at identifying weaknesses and stepping in quickly to mitigate them. DD had a mild lisp as a young child and the school:
1) Identified the issue
2) Notified us immediately
3) Gave us a written plan
4) Sent her for free speech therapy during the school day with a well-trained and qualified teacher
5) Followed up with us frequently and communicated transparently
This is the exact opposite of how they handled her giftedness, which was much more obvious and extreme than her tiny speech impediment.
This has definitely not been our experience. I have been banging my head against the wall with our district for years both in terms of special ed and gifted services. I can't even count how many times I've had to call "Compliance" with the State or an advocacy group in terms of my kids having special needs. Out of the 20 or so special ed staff that I've encountered, only a few of them have went out of their way to help. I think services vary widely between districts for both special ed and gifted services.
