Grinity,
I do have the scores. I don't know that his processing speed is REALLY low but it looks low compared to the other scores. He scored 136 on verbal comprehension, 143 on perceptual reasoning, 141 on working memory and 100 on processing speed. I have the scores broken down by the individual sections but I'm not sure if that's useful. The school psychologist said that the low processing speed was because of adhd and she said it was no big deal since they were doing an iep and would allow for extra time on standardized tests. Also, they did let him into the gt class. It's once a week for a whole day.
Wow - that is some high working memory score! That's a great thing to have with ADHD because even when he get's distracted, he's probably still able to keep some of his mind on task. Also the Verbal and Perceptual scores are very high, but not so high that that mismatch between him and the other kids in his gifted class would have to be a problem in itself, it still might be, but less likely. Try to get allowed to sit and observe that gifted day and see what is going on in there - true intellectual challenge for your son or more of 'this is boring, I can get more from causing trouble than from keeping this seat warm.'
I agree that 100 might not qualify as a Learning Disability in some school because it is average, but I call that a 'bottleneck' as it sure feels like a LD to your son! So that means that every time he has to work on 'timed math facts' he has to face feeling "Maybe I'm not really smart after all."
If you can get your son alone and connected, it would be great to ask him about how he sees the similarities and differences between himself and his sister. It may be that because she is a girl, she 'doesn't count.' Or not. Is he older or younger? In the US, in most families, if only one child is 'family-identified' as gifted, then that is a boy. Of course the one exception I know is a family with 3 ADHD Gifted boys and one gifted daughter - in that family it was the girl who got all the parental 'certification' for smartness.
Anyway - lots of 'unusually gifted' kids I know have very little interest in jumping through hoops for good grades at school. And lots of 'unusually gifted' kids do well in school, and don't even seem to notice that there are hoops to jump through. So much has to do with personality. Kids with 2E issues seem to find the hoops quite noticable!
Love and More Love,
Grinity
