Polarbear,
Thanks so much for your thoughtful reply.
For purposes of early elementary - our experience completely aligns with your points re behavior. I sincerely believe that DS's struggles are at least primarily rooted in his 2e-ness and his sense that he is alone and different.
This is why, to date, we have mostly enriched at home, and supported the school as they worked with him on how to see when he is in trouble and how to control resulting impulses. Honestly - whenever he wants to learn something academic, it happens instantaneously. So I figured that if I could keep the spark alive at home, it was OK to work on the 2nd-e at school for now.
But this school district - in the heart of Silicon Valley mind you - has NO gifted education services of any kind. There is no gifted ed rep, no gifted specialists anywhere, and they have an allergic reaction any time "gifted" is mentioned. And "gifted" is all over DS's assessments. I just don't even know how to raise "gifted" in the SST or share his cognitive assessments without having everybody just shut down.
So this meeting is all about behavior because I've never uttered the word "gifted" and you can bet your last dollar that they won't!
Maybe though it's time for me to buck up and trust them a little. The assessment results were so helpful for us at home. If they'll just SEE them without barfing at "gifted" (or heaven forfend - "profoundly gifted"), it could really help.
Thanks again. You're helping me be smarter and braver here,
Sue
