Gifted Issues Discussion homepage Forums Active Threads This Week

Hi Giuseppe. I’m not sure to which of us your question was directed and the first few posts of new members take a while to become visible. In our experience, there’s been a wide range of how teachers responded to our kids’ needs - from one who told off my eldest for working ahead, to the amazing HoD who worked with the school executive to organise a school-wide subscription to an online maths program, which enabled my son to work several grades ahead without any need to rearrange class schedules. My DCs were more likely to get adjustments when their teachers were HoD or the most senior teacher for the stage that the cohort were in at the time.

I have also tested my daughter with the GDC. Tomorrow I have the devolution call. In the meantime we followed Linda recommendation and tested her for binocular disfunction and auditory processing disorder. She has both. She is already using her new lenses and will start VT mid November. She is using the passive filter from Able Kids Foundation and it is working.

I am super grateful with Linda Silverman.

Make a folder containing all of your daughter's advanced work from the second grade. To determine the true gap, ask the teacher for tests or assignments that are a grade or two higher if her work is perfect.

Hi! Thank you for your response. We believe our son is 2E as well. He has executive function issues that really hurt his success in school. He under-performs. Has extreme boredom in class. Low frustration to learning new tasks or when challenged with new material and bad perfectionism that almost paralyses him. He had no stamina for boring, rote, repetitive work and really is acting up in class in order to entertain himself.

What kid of accommodations was your son provided? How did you get an official 2e “label”?

Thanks!