I think the thing I find frustrating is how the the 2E combination affects finding the right school fit and working with educators.
We met with my son's teacher over the summer with scores in hand. I tried explaining that even though he has a high IQ we suspect he might have LD's that run in the family and that he might not appear to be a top .01% kid like the report suggests. He still seems like "that kid" when you talk to him but I don't think discussions are encouraged in class.
I feel like I may have lost credibility. While it hasn't been said, I fear the feeling from the school is that he is a normal bright but immature spoiled boy (not particulaly gifted or dyslexic) and we are weirdos for having him tested in the first place and for following up with more. That the reason he doesn't dig in and finish his work in a reasonable amount of time is because he used to getting his way. That the reason his work is full of errors is because he doesn't try hard.
I know this isn't true.
The books he reads at school with his teacher are ones we have been over and over and over at home. He has them memorized. He likes being ahead and works on reading at home without any hassel. We are super proud of him for this. We know it is hard and he works on it every night anyway.
When he tries a new BOB book at home it is kind of crazy how rough it is. There are the normal things like reading bed as deb, inverting the u's to make a "n" sound, etc. but now there are things like reading "off" when the word is "on" or reading "jump" when the word is "hop". This is without picture prompts.
Anyway, I know we are doing the right thing by getting more testing.
I think it is just that as we figure out what school will be like for him and we learn more about him, the years ahead look like a struggle for everyone. For him as he tries to get through a system that isn't set up for him and for us as we try to figure out how to educate him.
Sorry eema, I just don't want to be in your shoes in ten years.
