Originally Posted by gratified3
Originally Posted by WannaBeGTEduc
So I have argued that these kids are going to have social issues no matter what (I know from experience with DD9), and that they will be worse if we do not meet their needs academically. I am able to give them personal examples from DD9.

While I truly sympathize with the annoyance of struggling for early admission, I don't think the blanket statement that "these kids are going to have social issues no matter what" is fair. Your experience with DD9 may have lead you to that conclusion, but my experience with HG-PG kids has not shown any difficulty with social interaction. I even wish I hadn't heard this repeated so frequently leading into K because it terrified me that my kids would never have any friends. cry Thankfully, my kids were much better at finding friends than I'd been lead to expect.

I was defining "social issues" the way the teachers seem to, meaning things like respecting authority (ie being compliant and doing worksheets just because that is what that age/grade is doing). I do see your point, and I agree, but I was trying to speak their language. I get the impression they are giving us the "social issues" lecture not because they care so much about our kids but because they don't want to be held accountable if we are unhappy with social issues later, so my tactic was to let them know that I am fine with any social issues that go along with DD getting her needs met academically. I use DD9 as an example to show that her social issues have greatly decreased since her academic situation is improved. I do also stress that DD9 prefers hanging out with other kids like her or older kids and adults.

I'm sorry if my post upset you, but I'm glad you made the point about how social issues are not a prerequisite for giftedness.

Last edited by WannaBeGTEduc; 01/28/10 11:10 AM.