Gifted Issues Discussion homepage Forums Twice Exceptional How can we meet this child's needs?!

I'm new to this forum, and I'm scrambling to read through these fascinating threads. Here's what our family is dealing with:

I have a 12-year-old son who just started in a self-contained GT program this year. He's always struggled with school, but we decided to try the GT program because of all the fantastic and engaging enrichments they use, combined with a great teaching team for 6th grade.

But...he has an auditory processing disorder, along with dysgraphia. He's failing nearly all of his classes.

We recently had him take the WISC IV, which showed a verbal comprehension score of 132 (98 percentile), but a working memory of 61 (1 percentile, I believe). Yikes! The rest of the scores were in the average or above average range.

During his recent IEP meeting, the special ed teacher recommended placing him in a reg-ed language arts class with a resource teacher there so that he can get the help he needs with writing/organizing thoughts, etc.
Fine.

But...

Then, it was suggested he might do better in regular-ed for most of the classes, with GT as a resource, instead of the other way around. It took us FOREVER to get to the GT class, and I like that the brilliant/creative side of him is finally getting some attention. He loves the classes and they definitely teach in a stimulating/engaging way. I know he's learning. The problem comes in when it comes time to actually complete/turn in the work. It's pretty advanced (7th grade math, etc), so it is difficult, but a lot of the problem is that he hates writing, doesn't show his work, doesn't organize it well, doesn't remember to turn it in, etc, etc, etc.

I've given lots of suggestions for accommodations that might help, based on my research, and the teachers are willing to help with what they can, but they're expressing a general frustraion at not knowing how to meet his needs in a GT setting, when there are limited special ed services available during their classtimes (the special ed teacher(s) are already pretty well booked up or overbooked with the regular ed students in the school).

I guess I'm mainly venting, but if anyone has input, I'm all ears.

He is going to have to play by the big boy's rules if he wants to play with the big boys. In real life, and certainly when he gets to AP classes in HS and beyond, he will have to do his work and turn it in, and thus develop good study and work habits. I think the large part of the issue is that he has been able to skate and now he has to actually work hard. He either buckles down now and takes the pain now or it gets much much harder later.

Because he has a memory issue, writing things down and following a procedure is much more critical for him than others. If he writes stuff down, if he phases out, he can then go back and follow his work.

Writing was a huge issue for me when I moved from 7th to 10th and one teacher in particular just rode me like a borrowed mule. It took FOUR months of daily work an hour a day to make her happy.

The other 2-E issues, perhaps others can answer.

First of all, I think it's great that they were willing to try him in Self contained GT. I'd rather see him go to the 6th grade self contained GT or repeat 7th grade GT next year, after doing the best he can to catch up this year, and him 'do what he can' in his current setting, knowing that he has finally found a style of teaching that appeals to him, and that his strengths are finally going to be accomidated.

I would let the teacher grade him anyway they need to, but perhaps not show him the grades, only the comments about what is his next step that he can improve. Sort of like taking classes on a 'pass/fail' basis. He is a truely special needs kid, and you have to look at each part of the school system as a 'how could I use this piece' and peg it together. Think of the G/T classroom as his 'least restrictive' environment.

Now if he stop working becuase he knows that he's taking it pass/fail, then you have to move him back. But I don't think he's going to want to go back if he can help it.

Getting accomidations for the APD is going to be important, and hiring someone may be well worth your time. Working memory has lots of aspects to it - your goal is to find out under what conditions he has most use of it, and to strengthen it.

My WM is 'average' which creates a bottleneck for me. I compensate with my ultrahigh processing speed, my terrific attitude and my musicality. Often when I post here, I look up 'previous posts' and skim what's been said previously. I use my cell phone to keep a running to do list and personal FAQs - you son might be responsible enough for a keyboarded cell phone with these extra functions. The school might be willing for him to use the camera to take pictures of the blackboard when the homework assignment is written on it. I take pictures of posters that I want to remember for later - your son is so lucky to be growing up with all these crutches readily availible!

In high school I was able to get the knack of concentrating very hard, getting into a meditative happy space, and dumping what the teacher was saying from my eyeballs straight into permanent memory.

You son will have different strengths, but with 132 Verbal, he must have some areas quite powerful.

I wouldn't let the school's not being willing/able to provide needed services stop me from getting those services outside of school - either by taking a 'do it yourself' approach or paying someone if you or your insurance company can handle it.

And of course - if you son isn't already keyboarding, get out the big time bribes!!!! It makes such a difference.

Love and More Love,
Grinity

<<<Because he has a memory issue, writing things down and following a procedure is much more critical for him than others. If he writes stuff down, if he phases out, he can then go back and follow his work. >>>

But that's where the dysgraphia comes in. He can't just "jot down notes" like most people. He has to pause to think of the shape of each letter and then draw it. By the time he gets through one word, he's forgotten what he's writing in the first place.

He can copy what's on the board, but it takes him so long that the teacher has come in and started class and is rapidly moving forward, so the information on the board (about homework or whatever) has been abandoned as he tries to keep up with the class work. Then I ask him about homework and he has no clue.

The teachers maintain websites with homework, but they're not always updated right away and sometimes only contain very general information when we want very SPECIFIC information so we can help him break it down and get it done. When we finally do figure it out and struggle through the hours it takes to get it done, he forgets to turn it in and since they don't accept late work, he ends up with a zero. It's a vicious cycle.

There are, of course, various accommodations that can help, but people only have so much time to work with him, and I can only do so much from home to keep things under control.

Ahhh, if only my son were bribeable! My life would be so much easier. But, he doesn't really react to much of anything. We've tried EVERYTHING, and he just doesn't care about his grades or school career. He does like GT, and I told him that he may have to be moved back to regular ed. He reacted strongly to that, but I'm not sure how much of this is within his control.

We're going to try to find outside services, but like most families, we really can't afford high copays and long-term treatments, and we sure can't afford to pay anything out of pocket...no matter how much we might want to.

Here's an e-mail from his GT teacher:

"It seems you have decisions to make if [your son] is to remain here at [School Name]. Those options are limited by the resources we have available.

Although it might be the best for [your son] to get instruction in non-GT classes, it is really up to you. If you choose to have him remain in GT full time, services by a special education teacher are not possible. I am not sure how other middle schools service twice exceptional children, but I feel sure it varies.

OR, if you want him in non-GT Language Arts and Social Studies, he can still come to me for GT math/science and we can continue accommodations. However, by not being serviced by a special education teacher, I am not sure what his IEP will
say....

I don't know who else to ask about this situation."

How is the dysgraphia being addressed? The biggest difference for my DD has been to use a keyboard and type. It improved her grades and overall output immensely. What about tape recording, like we did in college?

I agree you need to be able to do the work but dysgraphia is something that should be addressed in his IEP as well. What does it say now? Is this public school?

Does he go to a public school? I'm not sure they can say he can't have special ed accommodations in a GT class. My ds goes to a GT school, but they have a special ed teacher there part-time. I'm not saying they want or encourage 2e kids to attend - in fact, it has been suggested that my ds should go back to his home school if he needs more accomodations. Legally, however, they have to accomadate him. It's not the resources the school has, it's the needs of the child that determine what he can get. For example, at our neighborhood school (where my other children go), there's a blind child. Before she started to attend, the school never had a visually impaired teacher. Now, a VI teacher comes every day.

The homework solution seems simple to me. The teacher can write your son's assigments down. It's not that big of a deal. (they'll tell you they can't write down every child's homework, but you're not asking for that. You want them to write down one child's homework). If for some reason that won't work or a voice recorder of some type might work. In fact, if your ds has an auditory processing problem, he could probably record his classes.

You might want to talk to a special ed advocate in your area. You can check the white (or maybe it's yellow) pages on wrightslaw.com for one near you.

Cell phone with camera
Also - figure out a system of other kids who you can call their mom's and find out from them what the homework is. Everyone has strengths and weaknesses, and social skill and help smooth over a lot of bumps.

Grinity

Look, you have tons of issues to deal with here, so make a list and pick one or two to work on for now.

Leave him in the GT classes for now. maybe they will let him repeat the year or maybe by the end of they year he will have a growth spurt. If they will let you, let him. Grades don't count until 9th grade, that's 18 months or more (if you wiggle it right) away - you'll get there!

Grinity

Some kids aren't bribeable, but for starter you have to know your kid inside out and know what is a reinforcer for him. Apparently GT classes are a reinforcer. For now they are giving you the option to keep him in GT and let him get poor grade. Fine - the grades don't count right now.

Keep your eyes open, typing lessons themselves may be a reinforcer.

Best Wishes,
Grinity

ARC was a wonderful advocate for us and it didn't cost us a penny for them to consult ahead and come to the IEP meetings. So please be sure to check your area.