Gifted Issues Discussion homepage Forums Identification, Testing & Assessment What testing should I use?

Thank you, he truly is a great sweet kid. But he has his quirks and we do worry about him. When he was little we called him little man because that is what he is. He is still a kid sometimes and thrown tantrums at times. But he will say things like "mom what you said really frustrates me, I don't like the rules that you make." And then he runs around in circles and says silly words. His new thing is saying "poopy" so I know that is a very typical 4 year old thing. I have to remind myself that he is 4 sometimes so I don't set the behavioral bar to high. Just because he can read and have adult conversations doesn't change the fact that he is 4. I love when he acts like a little boy sometimes because I missed out on that with him. He has a hard time just playing and pretending sometimes. I encourage him daily to pretend and imagine...because it's fun to do.

Thanks, I actually found someone on-line that is local and well known in working with Gifted children...but she often speaks in conferences and does all that so I am not sure if she does testing or consults still. I plan to try and call this afternoon to see.

Good luck with your 4 yr. old in K. I hope that the year is a success. My DS just asked me about 30 minutes ago. "what is Kindergarten anyhow? why do they call it that?" We weren't talking about kindergarten so I am not sure what made him think about that. Of course he talks to me about when I become a grandmother some day so I guess he is future oriented.

It's German. "Kinder" means "children" and "Garten" means "garden." So it should be a garden full of kids!

It is really hard to understand what they're thinking sometimes!

I could tell you a few stories about both my girls when I was really at a loss!

I'm pretty sure Dr. Ruff is currently practicing and does evaluate children as well as publish. One of the posters here just had her child evaluated, perhaps she could share how she got the ball rolling.

Working with the schools will hopefully be in your favor. They know you, so hopefully they won't assume you are the hot-housing overly involved pushy parent type.

It is possible to have a great relationship with the public schools and foster a good fit for a HG/PG child. I think it has to be the right school/principal and everyone has to agree to work together. There are a few here who are making it work. I don't want to dismiss the truly horrible and in my opinion abusive situations that some poster's children were subject to. That seems to be the case in far too many stories.

We are in the process of making it work at my childrens' school, there have been bumps and no guarantee if will continue to work well, but I've been very pleasantly surprised lately.

When I look at the parents who haven't had success in my community, I think some of the problem lies with them somehow needing the school to validate that they also think their child is gifted.

Once my children were tested and we had other "evidence" of their abilities, I became less concerned with whether or not such and so teacher or person thought my child was as smart as I did. I felt I got further by just presenting the facts as is and then asking them to help us figure out the best situation that was available at school.

I've read all the posts on this board, and the ONE common thread all parents have from the beginning is GT-denial. Kids almost ALWAYS test higher than their parents think.

Fair Austin, it's a process for sure.

I'm just suggesting that one moves on from that before attempting to advocate in the public school system.

It's pretty serious business.

I understand 'neato - I agree that having hard proof provides a firm foundation for further agitation!!

The advocation thing is a tough one for sure. I am in awe of some of the efforts described herein.

Teamwork is always hard, I think. (It's harder for some of us than others, but it's always hard. )

And getting a good, workable team that's moving in the same direction when it comes to one's child (My baby!) is a difficult process that requires patience, good listening skills, advocacy without turn-'em-off pushiness, and persistence. Not all of us can make it work, whether because of our own personal failings or the failings of the other team members. When it doesn't work, it can be truly harmful, and I don't think we should underestimate the potential for harm that's present there.

But when it does work...AH! It's golden!



I think you're right that until a parent accepts and embraces a GT child's GTness, it is really hard to be an effective advocate. I don't think you have to be a bull in a china shop to get results (not that you were suggesting that you do, obviously!), but I do think you have to have the courage of your convictions.

Yes, some pretty amazing stories and people here. Awe as in awe-inspiring. Inspiring as in, now I'm inspired that I can advocate for my child as well!

That's it Kriston, be convicted. Often I have trouble "verbalizing" my thoughts!


Kriston I know your story and the failings were very clearly on the part of the teacher and school admin.

There wasn't anything else you could do with that situation which is disappointing. If the child is suffering you don't mess around. I should have pulled C-dog mid year and I could just kick myself that I didn't. However, it's a whole new ballgame this year, which I'm grateful for.

If the situation repeats, though, you know I won't hesitate to pull, I won't wait this time.