Thanks Indigo for these links and the encouragement.
I have gone to a psychiatrist, went there... seems... maybe it is not closure but learning from it.
As for acceleration, I tend to support grade skipping as it is quite inexpensive, saves the kid enough time and if the kid wants it, even better! Enrichment is still decent, especially for supercurriculars and extracurriculars for college apps.
Yes, advocacy doesn't necessarily address social skills, but having a decent academic fit would have that covered so social skills can be further focused on. But yes, it is like an ooblock, in my experience - negotiate softly while firmly and it will give way.
About gifted education, yes I hate the myths. Sometimes, I do see how some may interpret some of the ADHD criteria too narrowly. And on average, the high IQ will have a higher overall maturity than normal IQ although of course there can be huge asynchrony.
Besides, I view ADHD as a disorder of self-regulation and executive functioning that can't be explained by other mental/physical/etc. issues. as a broader label to show that there is a problem, not something narrow.
- Is often “on the go” acting as if “driven by a motor.”
When I was a kid I was pretty on the go, though sometimes more mentally than physically, and various times "channeled" into activities, leadership, etc. so I did meet the criteria at 6 apparently, from my history. I simply met the symptom in an eccentric way.
I do try tutoring, though unfortunately many students have their own issues, timetable, etc.
