I'm back again : - )
After reading polarbear's response, I guess it helped me weave what I said earlier about needing details about behaviors...what happened before, during, after...to help understand the child's behavior as it's related to the environment and gather evidence or information to help tease things out if needed.
Our two big things with DD were not realizing the correlation between behavior and her eating chocolate and red 40 dye because she didn't really eat that stuff at home (just school and kids' parties). If the detail was like...she's been fine all week, then a childs' parent brought cupcakes in and the kids ate them, and it's it strange..10 minutes later it was BAM!...maybe a light bulb would go off over time if there was a pattern. And the second thing was the double-vision which was related to looking away and having trouble navigating around the room.
Very specific behaviors and circumstances relate to honing in on any non-gifted issues your child might have.
Preschools (any schools) and teachers vary widely but if you know this early that your child is "different" definitely work with teachers and schools for decent communication of detailed facts (not just telling you and the child what went wrong and sending you on your way).
Okay I'm done!
