Secondly, I feel like phrasing it as a difference of aptitude, interest, pace, and readiness is very much more practical. We all encounter people whose IQ might be way lower than ours but who know things we don't know and have skills we'll never master. I want to teach my children to appreciate that, and them. And even if someone is less accomplished and knowledgable than you in all ways, they can still be fun, or interesting, or whatever.
You can think that IQ is a meaningful quantity and is normally distributed and still share the above sentiments.
I can, but if I show a child a picture of a curve and they are waaay in the bit where it's virtually flat they are going to remember that picture and attach significance to it. If I tell them with a shrug that they are doing the right math for them, and it just happens to have grade whatever on the front of the book because that's the most common grade for people to do that work it is much less dramatic. (and hopefully will make less of an impression)
Indigo, I'd still prefer a child think they're just the unusual one in their school rather than realising exactly how many schools you'd have to go through to find another.
