We 've told one kid and not the other.
We tested DD when she was 9 for 2e issues. She was already in the school gifted program and they talk openly about what it means to be gifted during their pull outs (in a very positive way, I'm thrilled), but she remains vague on the admissions criteria. To motivate the 2e testing, we discussed the hypotheses that the dr had about what was going on, and I described that the testing would tease apart the competing hypotheses. When the results came back, she had to have buy-in on the school services, so I walked her through the neuropsych report.
I never said intelligence, gifted, IQ or anything like that. I didn't show her the scores, but explained percentiles ("if you take 10,000 kids, your ability in this area would be in the top 10"), and we talked about the VIQ as "this is a measure of how well you think about and use words...", etc, so it pointed out the strengths and weaknesses, and got us the buy-in we needed. We also wrote our own home version of an IEP with her own goals, and what she and us as her parents would do to meet them.
DS was tested at 5 for speech and hearing assessment, and at 6 for a grade skip. He knows he's in the gifted program, he knows he's been skipped, and he just figured out how much younger he is than the next older kid in his gifted math class. He never asked his results, and we haven't provided. The context and age are enough different that I don't see what it would accomplish.
