I really work the angle of learning to work hard. Talk about how she needs to learn to rise to a challenge and not cruise along, how hard work is what gets you places in life, not inborn talent.
I also make sure to use the language that's in the law. Here that's "appropriate", but it's probably different for you. Have you read the info on this page?
http://www.det.wa.edu.au/curriculumsupport/giftedandtalented/detcms/portal/http://www.det.wa.edu.au/curriculum...ovision/?oid=MultiPartArticle-id-1894853These programs should focus on broadening individual students' knowledge and skills. We want all students in our schools to achieve the highest standards of learning possible so that they are equipped to deal effectively with the opportunities and challenges they encounter in a changing world. We want them to be enthusiastic about learning, in safe and supportive learning environments.
My gut feeling is that even if acceleration is your goal, don't go in asking for it, because it's a marker of "that parent". I also feel like you can't go wrong going in there quite deferentially (firm, and insistent but deferential).
I'd read up on the code words they're going to use, too, so you an ask for clarification or (carefully, deferentially) disagree with any excuses they bring up.
I stalked you, and I think that passing the blame along to the psychologist you saw is a good tactic.
