I guess acquired knowledge tests can be unfair to kids who have not had the chance to acquire the knowledge. But, if a kid is exposed to stuff, and soaks it in to the point where one is > 145 on the WISC to me that is significant. Even if exposed to certain knowledge I don't see a NT kid soaking it up to that extent. (At least that is what I remember our tester telling us).
Well, remember the tester who administered the WISC must have either been a personal friend of mine who did me a favour because I am just so invested into having a gifted kid or for some reason of her own, possibly absolute incompetence, suggested the correct answers during testing. (He even demonstrated now one could do that by opening ones eyes at the correct answered wider and stuff...)
But - even scoring at the 98th percentile at the beginning of the academic year at an achievement test normed for the end of that academic year...yes, it s all exposure if you like, but take a just above average kid, without (as the school psych says) tolerance for routine, no wish to work at stuff he's not interested in, no focus, and who should actually be in second grade, muddling himself into said 98th percentile just because he is somehow soaking up what he's exposed to... And not in school, because he's just started third grade after all....he must really have thought someone's sitting down with him drilling fourth grade stuff every day.
I do not even want to talk to him any more, just the teacher. (Who never even expressed any doubt at his gifted ness, just mentioned it was routine in acceleration cases to call the psych in).
