I would be more concerned if he couldn't explain the reasoning.
He cannot explain his reasoning.
I'm a STEM professor with multiple degrees myself. This as a genuine deficit. Waiting for things to get more complicated is going to make things worse, not better, even if he does make it there with his self-esteem in tact. Accuracy ranges from <30% to 100% from one day to the next. Taking his lumps is not being instructive.
The school sees the same deficit, and views my concerns similarly. I'm currently confronted with a lack of imagination on how to construct an IEP goal in which a child is "only" performing 3 standard deviations above the mean.
