Do you mind sharing the scatter? Is the perceptual high and the verbal low for your visual-spatial or is it the other way around. A high PRI and a low VCI are indicative of auditory processing issues. Even if you don't want to say which is which, how much point scatter is there?
My son "wanders" and is inattentive. I have finally figured out that it is a "self-compensatory" denfense mechanism response to the extremely traumatic experience of boredom. Our kids are under extreme stress and use their imaginations and ideas to relieve it. Seriously, I think that is what is going on and our children need immediate help to stop this process or it will become a deeply seated life long habit that will hinder their success. They need rigor in their education and they need acceleration at their own pace in order to develop the ability to listen and the ability to learn. It sounds weird; since we tend to think of our gifted kids as good learners, but really they are not good learners in the typical, slow paced classroom. They learn to entertain themselves, while the other kids are learning.
for our son, in spite of average grades, we are advocating for a grade skip. he needs the rigor and challenge in order to develop normally. He needs to learn to learn.
It is interesting to me that your district and the PACE program are not using the definition of giftedness they list. If your child is scoring high in an area then he meets the #1 area of "performance capability in an intellectual, creative or artistic area". It says "AN" not "ALL".
Like the other thread about possible 2E, I would suggest requesting a complete and thorough evaluation for qualification to special education services. I won't kid you; it is a battle to get an evaluation and then the battle goes into full time war, but short of homeschooling, it is, imo, the only way to get your child's needs met in the public school system. It also feels weird getting SPED for a gifted child, but it is really the only way right now to get help. Even so, once you get it, it is very difficult to get them to do it RIGHT!! We've worked on my Mite's IEP for 7 months and it is just now looking like it will actually help him reach his potential.
I wish the Dept. of Education would mandate updating of information and training in the regular classroom for gifted kids. Districts are sooooooooooo far behind the ball. Our state just passed funding for "gifted" kids, but without mandates or definitions of what is gifted. So, our district continues to provided programs for the high achieving, but doesn't even bother to "identify" the gifted or provide programing for them.
Now I'm going to start a thread about social cues.
