I second the advice above, and while I agree with you that happy vs not-happy shouldn't be in the equation - if he needs acceleration he should be accelerated - I would also add his "voice" to the conversations you have with the school. Since your ds is too young to be a part of the request for acceleration, you can speak for him. I feel it's important that the school know he is coming home and expressing upset over his school situation - and I've been in that position with my 2e ds many many times. What I do is simple - I tell the school staff "This is what is happening at home" and explain it, relating it back to what is happening at school. I learned from an advocate that I worked with that this really isn't all that uncommon - we tend to hear a lot about children who implode and have behavior problems *at school* - and those are the kids who get more immediate attention from the school staff - but there are a lot of kids who will act happy or at least compliant all day long at school and then come home and implode. It's important that the school staff realize this is happening, and when your children are young, you (the parent) are the person who relates that information to the school.
To get the acceleration, you'll need data that supports your request (testing, Iowa scales etc)... but you aren't only advocating for acceleration, you are advocating for an appropriate environment (through acceleration, accommodations, whatever) for your ds, and in order to do so, you need to share what he is telling you and how he is behaving at home when it relates back to his school day.
Best wishes,
polarbear
