I don't know. In a couple weeks we have a meeting with the g/t coordinator, principal, DS's IEP manager (and the IEP is NOT for giftedness), and DS's current 6th grade math teacher (he's in third grade) to figure out what DS is going to do for math next year. He has pretty much topped out the material at the school. DS is NOT perfect and he's NOT mature like a 6th grader by any means. He can barely write and probably acts like a goof ball during his math class. So it will be fascinating to see what people say in this meeting. People either "get it" or they don't, and I discovered long ago it's very difficult to get people to see the light or change their minds. So far I haven't heard anything from the math teacher like "What the **** is he doing here?" and she hasn't complained about him, so we'll see. I think that as long as the school sees the goal as learning rather than work production or achievement, they tend to be more open and flexible.
