Gifted Issues Discussion homepage Forums Twice Exceptional 2e or not 2e, that is the question

Thanks MoN. The specifics help put in perspective that I'm not crazy, at least not in this area!

I've asked our family consultant for a recommendation of who else to have look at the reports. I'm not sure at this point if it's a "can't" diagnose or "won't" diagnose. I would be fine with a 504, but I need documentation to ask the school for it. I can't just say "See here where she says that it's not a problem, well she's wrong." And there's always the denial part in my own head of, well maybe it's not a problem. Maybe it's just a weakness that he needs to deal with.

CAMom, remember you can point out test scores without giving them a full report from the ed psych. As I said earlier, we were able to get a 504 based on our daughter's Beery VMI scores which we had in a separate report from the OT. And, while I did verbally give them her WISC and SB working memory/processing speed deficiencies, I NEVER gave them the whole ed psych report which said there was no dysgraphia. Again, we still don't have a diagnosis but we have a 504.

I guess my next question for you is: Do you have an OT evaluation separate from the ed psych? If not, you might make that your next step.

We're in Canada... not sure if that makes a difference. Schools here will provide an IEP without a diagnosis. Funding is a different story. My son doesn't qualify for additional funding because in spite of his recent diagnoses, he doesn't test "low" enough (he doesn't test as being learning disabled). He gets time with the LA teacher and shared time with a TA based on the IEP, and time with the district Speech Language Pathologist because of his language disorder diagnosis. Not sure how that happens without extra funding... my guess is there is room for a certain number of kids within the existing $$ and they've included him because of the psycho-ed assessment.

The TA and LA time, as well as the IEP, came as a result of a team meeting per the teacher's request (because he was/is wiggly, quirky, impulsive, and has trouble paying attention and poor social skills... also intensely curious and prone to fixation). They/we originally thought SPD or ASD. The resulting team meeting and IEP were done prior to his psycho-ed assessment and diagnoses.

I think, frankly, the entire process was initiated by the school to get funding (for ASD). This has since been ruled out, but the wheels were already in motion for an IEP.

Here's an important point... he's NOT getting straight A's like your son, mainly because of his language processing disorder and the fact that's he's in French immersion. That could be the key difference. He's a math monster Interestingly, if I had put him in Montessori and they accelerated his math, he may not have gotten the IEP and resulting support for his ADHD and language processing disorder.

Not sure if I've done the right thing, to be honest. He's got a truckload of support, his language skills are improving wonderfully (he's still behind in French but very strong in English), but his math, his big talent, is not being accelerated. His grade one teacher suggested I switch him to Montessori so that they could accelerate his math, and I was so torn.

If I had put him in Montessori, he'd be who knows how far ahead in math, but his English language skills might be weaker (i.e. less linguistic stimulation to compensate for his language disorder?) and he'd have zero French. He likely would not have been given an IEP because I think the main reason for that was because of his struggles with French. He would have been the math star with weak language skills, but now he's the kid with two languages who is at rock solid grade level in math (and science).

Ah, I don't know. Non-accelerated gift but a second language? Only one language but an accelerated gift? I just don't know.

Anyway (sorry for the novel, lol), the more I dissect it, the more I think that his struggles with French, combined with the school's quest for ASD funding, could be why he got the IEP before his diagnoses.

CCN- thank you for sharing. My son is really only getting A's because we are currently homeschooling and his standardized tests all show "advanced". His NWEA MAP test is several years above grade level. So the charter school we use bases grades on standardized testing only. It has been a huge benefit to us until now :-)

Especially in California, there's no way he would ever get time with a Speech Pathologist, OT or a TA without a formal diagnosis or the school recognizing a learning disability and issuing an IEP. There are really two paths- test with the school and they see a child in the lowest percentiles so you qualify, or come in with a private diagnosis and qualify. Since the school straight out refused to test and he missed the qualifying with our private tester by one point, not much we can do from that front. At least not that I can figure out.

We're poking around for a second opinion at this point. He does not have a recent OT evaluation, though he had one in kindergarten where was declared "borderline average". It's like a running theme around here.

I would consider OT, but I have to find someone who understands extremely gifted kids first. The last one (covered by our insurance) specialized in Autism and spoke to DS like he was very low functioning. He needs someone that isn't going to make him feel damaged and slow, or we are going to end up further and further into the hole of perfectionism.

CAMom - oh that's so frustrating!! I think the second opinion is what I would be doing too if I was in the same boat. Get a different tester... 2e is SO hard to pin down.

The other alternative would be for you to continue to homeschool him - is that a possibility?

Fyi my friend eventually put her son in a private school for gifted/2e kids. It's a bit $$ but he loves it and is doing well. Could that be an option for you?

No such option close by us- we would have to move for a gifted or gifted/2e program. He was in a private "gifted" school for two years, where we discovered "Gifted" means "Sits adorably cute and says Yes ma'am! when asked, but doesn't question, push, encourage creativity or go more than one grade level above."

I can definitely continue to homeschool him. In theory, he wants to go back to a public charter near us that is an arts school to study video game design. But they will also allow hybrid homeschooling, so we may consider that. It's complicate beyond 2E- as DH thinks that every kid needs a "traditional" high school experience. I'm working on him :-)

Same here. My DH is appalled by the idea of homeschooling (I think it's great and would have fought for it if we didn't have the french immersion opportunity at our public school). He's not really in touch with the way that education has changed, or how mainstream homeschooling has become. I handle the school stuff, so he's not as up to speed. Plus he's very traditional and hangs with a very traditional crowd. None of his buddies have kids who home school, so it can't be good! (sigh)

At least your DH agreed to some homeschooling for your son, so there's still hope