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    #67 03/09/06 05:20 AM
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    Honestly I think it goes a lot deeper than money or lack of training. Most of the people I have run into have deep commitment to children. I think it's a reflection of where we are as a species, the place where "otherness" is just too threatening. Any kind of "otherness" at all. Leftover from mammal heritage of social behavior? Perhaps - But not our fate, only our current moment, our big rock to roll today. My life is entirely better and different with support and community. Changes that are this big are slow and painful. the cost is way to high - but - it's the fight we were handed.

    Thanks for the sympathy - I'm so glad for every kid who is well cared for!

    trinity


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    #68 03/10/06 02:19 AM
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    I can't argue with you on that. Some teachers don't seem to have truly been called to teach.... just as some doctors shouldn't be doctors etc.

    So many many reasons - I don't think we can attribute it all to any one. However, one might argue that that problem with 'different' might well be the source of many of the other problems we see.

    Mary


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    #69 03/15/06 07:53 AM
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    Mary,

    I think "different" is the source of many problems......not just gifted smile So I would definitely agree with your argument. I also think that teachers are really not given much training on what gifted means, let alone how to teach them. I guess my hope is that as we advocate for our kids, the "system/world" might eventually come to realize that different is just that.........different..........and that is ok smile

    #70 04/02/06 12:36 AM
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    [I'm so glad for you that the Young Scholars Program will be availible! ((((smiling heart picture)))

    Trinity.........how did you know laugh

    HE MADE IT smile Just go the letter yesterday!!!

    #71 04/05/06 10:27 PM
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    Quote
    Originally posted by Trinity:
    [QUOTE]Originally posted by Jaxmom:
    [qb] Hi Trinity,

    When my son was in 2nd grade, the school asked our permission to complete a "behavior scale" and gave us one to complete at home. Then we had a meeting. We were told that our scale revealed that our dear son was at risk for 9 or 10 catagories like: agression, anxiety, atipicalily, depression and that his in school scale showed him as "significant" even worse in those catagories. Then we were told that even though our son's teacher had 20 years experience and was particularly strong in handling kids with ADHD, that our son's behavior in class was "like nothing she has ever seen before." Our state has a law that school personel are not allowed to give a diagnosis. I thought this was very innapropriate. So we went to a local child psychologist who noted that our son tested "very superior" on the WISC III in many of the substest but average or below average on a few. Although we liked this gentleman, I feel he was unqualified to interpret a WISC III that was so high. His take on our son was that our son might certianly be a little bored at school, but that the behavior problems where due to the splay in his scores, and could be thought of as a "relative" Non Verbal Learning Disorder. When we shared back our "diagnosis" there was another meeting where they showed us checklists about NVLD and ADHD and have multiple school specialists explain to us why ADHD was a better fit than NVLD. If I had know then what I know now i would have realized that unaccomidated giftedness is associated with many of the things they were concerned about. My belief is that a child like this can not be evaluated for NVLD or ADHD unless they are in an academic setting which is appropriate for them. I wish I was in a position to homeschool or try private schools but I am not, and my son reports that he likes his school and his friends. It's two years later, and a wonderful 3rd grade teacher, and a 4th grade teacher who tries her best to accomidate him in the classroom have improved the situation quite a bit. BTW, when we asked the school for single subject acceleration, our son was evaluated by their specialists and found to "not be a very deep thinker in math." and turned down. (He got the highest possible score in reasoning on the WISC IV that they regave him this January.)His behavior at school is "so-so." Thankfully He was accepted into the Davidson Young Scholar Program and I have had so much support and information! It's my glimmer of hope. I am still trying to work within the Public School system.
    I had a very similar experience with my 10 year old PG son in the San Francisco Bay Area. We have not applied yet to Davidson. He has attended public schools for four years now.

    #72 04/06/06 03:28 AM
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    Really Abby - how strange!
    What kind of school situation do you have for him? What are your hopes and plans?


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    #73 04/17/06 01:57 PM
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    Hi Trinity and all,

    Thanks for this thread and Trinity thanks for sharing this story.

    We also live in the San Francisco and it has been tough for us as well. Both private and public schools are not equipped to handle gifted children.

    I am in the process of applying to Davidson Young Scholar Program as we need full family support. I hope this does not sound strange, but the gift of giftedness is quite stressful on the entire family and there is little support.

    Thanks,

    #74 04/18/06 06:48 AM
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    The gift of giftedness is stressful! I'll never forget the backhanded complement I got from an "experienced" mother of three, who overcame her jealousy to offer support. Her youngest is DS9's age. Back then the kids were age 5, and she had to put up with a lot of DS9 stories from her family members. One time, when we were together at a 4 hour event, she said: "I always hear, 'X____ this and X_____ that,' but you know what? Your kid is a handful!"

    Up till then I was in total denial about his giftedness, and just thought I was "a bad mom." What a relief! LOL ((big grin))
    Trin


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    #75 04/21/06 06:49 AM
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    If you are looking for schools ANYWHERE, the only one I've heard about and been truly impressed with, is in MN, where someone I know on-line lives, and it is truly impressive what she has said about it. But SMALL.

    Otherwise, I would look very carefully. The "best" schools often turn around and bite you in the backside. My son was in a very nice private school, small classes, principal was familiar with gifted (has a masters in gifted ed, and raised her own gifted kids), and I still believe my son was not challenged there. They customized -- but he had the primary teacher wrapped around his little finger, and was allowed to just mentally take vacations all the time. Four years later, we are FINALLY overcoming that issue! (I hope -- I don't say it is a done-deal yet, but looking good so far.)

    But I think my testing cost beat yours -- the school did it (the WISCIII, also). Apparently in FL, you can request it, even if your child isn't in the school. (Actually, the WISC he was in there, briefly, when they did it, but before that, I had requested it, and to get the ball rolling, they do a parent and teacher questionaire, then after jumping that hoop, gave him the Slosson Full-Range Intellegence Test, THEN the one that officially got him in the gifted program was the WISC-III. I always wonder about what his "real" score should be, though. There was a 25 pt difference between the two tests. Both gifted range, but that's a big discrepency!

    #76 04/21/06 07:18 AM
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    I believe we are on the same list...... P & P? Ande was writing about a small school in MN smile

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