A problem that many of our families run into is that while they would like to 'support all children' or 'support all gifted child' the reality of LOG means that there are none or few children that would really benifit from the kinds of accomidations that an HG or PG child really needs. The actual needs of two PG children with identical IQ scores could be wildly dissimilar. What we need is a full crayon box of options that help all children, all gifted children, AND our own children. In a way, once the relevant Adults' eyes are open and the need is 'seen' finding programing to fit the need is a secondary issue.
A great example of this is when teachers test a child, and then seem to 'give up' if the child tests a grade or two above the grade that they are in and stop the test, announcing that the child is at 'X grade.' This happens all the time, not out of spite, but out of 'your won't see what you can't imagine.'
Kriston, it's sad that the 'recieving teacher' was so unreceptive, but I'll bet you a dollar that the reason the 'trailblazer' failed was that she had the same attitude before she met the 'trailblazer' as she did when you met her. Just a thought. It's the old question of 'association or causation,' yes?
Bottom line is that it's unfortunatly rare to have a good experience with a teacher who is 'against' having a child in her care. Ther are exceptions of course, and we were lucky enough to be one of them. Our DS12 had a teacher who, although she fairly bristled at the thought of DS being skipped into her class, worked very hard to teach him lots and lots of skills, attitudes, and material during two years at the private school. She never felt that the placement was 'a good thing' and her attitude was hard on him in certian ways - but he grew SO much from her! I sure wished that the situation would have been flexible enought that he could have had the skip with 'subject deceleration' in Language Arts only. ((sigh)) No perfect answers - that's for sure!
Love and More Love,
Grinty
