Since our state doesn't have any gifted programming or mandates, it is very challenging. To top it off, we've been fighting for years for a 504 plan to provide accomodations and support his anxiety/adhd and always been denied-despite the fact that he is clearly eligible-because he is "bright" and functioning "good enough" in their opinion. Drives us crazy...
These new tests results will allow our DS to finally qualify for an IEP or a 504 but given the high IQ scores, it's thrown a whole other dimension in what we want to pursue. We are of the opinion that the mildly oppositional comments that some teachers are making are a direct relation to his inquisitivenss and "need to know". He doesn't satisfy easily and is intense. Some teachers who aren't used to that have felt it was more of a behavioral issue this year and are not at all mentioning his intelligence and it's role. This gives us some credence... In my research, there is a lot of support to show that ADHD and Giftedness appear very similar and that students who are twice exceptional have significantly more pronounced "ADHD" symptoms and more difficulty in school emotionally and socially. He commented on his BASC that he feels "different" and that his "teachers don't understand him". It is obvious he is DIFFERENT and that the TEACHERS DON"T UNDERSTAND HIM. We just need to develop a plan that will meet his emotional and educational needs and where his IQ and brightness will be seen as a gift to nurtue and not as something to "control".
Any thoughts are appreciated!!!
This board is a lifesaver. This isn't easy to talk about with friends or family-who have always known he was bright, particularily when many of them have kids who have learning issues. They have a hard time seeing how challenging it is to parent and educate a child who is twice exceptional.
I guess I just need to know what to fight for in a plan so I can prepare!
My son did tell me when I asked a few questions about the 2nd test that it was "more boring" and that "most of it I already knew" but "some of it was hard". He said that it wasn't "as much fun" and he liked the hands-on testing the day before much more. He says in class that 70-80% of the time he "already knows what they are discussing" and "zones out". He admitted that he probably could have done better by "slowing down", "rechecking work" and "paying attention".
