OK, then, if we have to have a flat spectrum with two ends, today mine looks more like this:
Kids who need nothing extra in school ---- Kids who need the most extra support in school
IME a divisive approach where one complains about what some are getting, or tries to set the gifted and the disabled off as opposites, doesn't get the job done. Seeing the commonalities does.
If you're looking for the teachers with skills in differentiated instruction, the special ed staff is trained to have those skills; perhaps our tactic should be to persuade the school to use those skilled intervention teachers for all kids (including the gifted) when they are needed. Again, IME.
Bostonian: whoever said that all children who receive intervention services for reading or math necessarily have low intelligence? The 2Es are many, as are other children who have mixed profiles of abilities.
