Thank you, Kriston and Grinity. You've shared a lot. I had an uncomfortable experience, yesterday. My friend's daughter is a special ed teacher in our district, a monied one that's considered "state of the art," so to speak. I needed to ask her a question about teacher contracts and in doing so, stated the premise of my play. Although I knew her personality is rigid, I was quite taken aback by her umbrage at my statement that "when gifted kids are misplaced, this can cause an emotinally disturbed state." She said, "I take offense that you're saying a teacher can cause a child to be emotionally disturbed." I then explained that I wasn't blaming teachers but that it was administrative. She also stated that IQ was overrated in the assessment process, didn't mean much, and that social skills were just as important (we've all heard this, and of course they are.) She said that many so-called gifted kids level out by 3rd grade. I replied that it seems that way for many; they've merely given up, resigned themselves to their placement, and have become underachievers. She also pointed to inconsistency in abilities. I began to point out how asynchrony is basic to giftedness, anyway. Well, I felt bad afterward, because I never meant to get raked over the coals or drawn into a debate. I know from Dr. Ruf that g.kids can have emotional problems from misplacement. So, my friend's daughter asserted that these kids had emotionally disturbed components before the misplacement. What do you think? Thank you, friends. I'm still sticking with my drama's premise though the work itself will be subject to a professional script consultant and NYC peers.-San
