I wonder what the point there is to an assessment in this situation. Neither the organisation nor the family nor the school (where I assume his behavioural diifficulties come into play) appear to be able to understand giftedness as a concept, let alone be able to do anything about it.
The school is willing to work at his level. His behavior is getting in the way. The assessment is going to look at the whole child (bio/psycho/social). The organization works with kids with learning differences and physical issues.
Could you suggest a sort of response to intervention plan? As in, have you tried to give this little boy books? Specifically books for school age children? Tried to let him read to others, write up plans for the day etc. It would be good for both the mom and the little boy to know that they are not alone, but it appears they would be no nearer an actual solution to the problem. Are you in a position to suggest one?
I am not a teacher, but I have had him in my office a couple of times to give the poor teacher a rest. He and I had a good time, but the teacher admits he does much better one on one. We were drawing pictures, and he wrote his name on his paper and then wrote out "green" when I asked where the green block is. Then it was back to playing balls and puppets. He went back to class and raked his teacher across the face. Sigh.I wonder, of course, what is going on at home.
Yes, if we can truly get an idea about what is going on and what level he is working at, I can make suggestions. I never knew that my family's experience would come in so handy on the other side of the world.
