Thanks,
The school has done testing, and his parents had him evaluated by a neuropsychologist. That is where the ADHD diagnosis and IQ score were generated. The 504 meeting focused on obtaining him pull-out sessions with the school OT to help him cope with sensory processing issues. They also made a plan for the teacher to implement some new strategies to address ADHD, but the teacher herself wasn't able to attend the meeting. His parents want to put him in a new school next year, but it seems that the gifted schools in the NYC system are designed for high achieving kids, not highly gifted kids. My nephew has no chance of getting accepted. I'm not sure what kind of school might be the best match.
At home he loves to build amazing structures out of everything available, but he is not yet much of a reader. He makes friends easily, but he is very often focused on his own agenda and he can get fixated and angry when he doesn't get his way. He has trouble participating in organized group activities because of his occasional oppositional and non-compliant behavior. I believe his inability to tolerate frustration is preventing him from getting the intellectual stimulation he needs.
Part of my own frustration is that the IQ finding hasn't received enough attention from the professionals. Shouldn't they be saying "Ah ha!" How can they imagine that a 156 mind who is struggling should stay in the same situation for another minute? How is it that NYC doesn't have resources that are automatically be activated in this situation? Think of how much human potential is being lost every day in a system that should be able to bring together a critical mass of support for these kids.
I'd love some suggestions about what to look for in a school or intervention.
Thanks!
