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Joined: Feb 2011
Posts: 5,181
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Joined: Feb 2011
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Depends on the effect you're looking for, I suppose. PS-- it's (I think, anyway) "TITCH-yoo-lar." The ch phoneme at the end of that syllable is important there. LOL.
Schrödinger's cat walks into a bar. And doesn't.
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Joined: Oct 2008
Posts: 1,167
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GT coordinators are supposed to have a certificate that says they complete the required coursework and are therefore qualified to do the job. It has nothing to do with their personal IQ or their childrens.
Just like any other profession, there are good ones and bad ones. I tend to overwhelm them with information, laws, statuates and the like until they cry UNCLE and give me my way!
Shari Mom to DS 10, DS 11, DS 13 Ability doesn't make us, Choices do!
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Joined: Feb 2011
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We have definitely had the experience of nominally "gifted" personnel (not that they themselves must be gifted, of course, but that they have an implied specialty or training) who were pragmatically anything but.
I'm not sure what sort of training some of those people have had, but it clearly isn't much, since most of what I was saying to them left them responding with bafflement.
I'm recalling the summer program director that didn't understand why my child wouldn't be "just fine" with MG same-age peers. They wanted to place my child chronologically in spite of her public school's placement (GT programming and +3 acceleration). When I attempted to ascertain whether or not there were any children like my daughter enrolled in the program by asking for a ballpark distribution of scores in typical enrollees (ie-- roughly what percentage of children in the program are 95%+, what percentage are 99%+, etc.); I was informed rather crisply that there simply aren't any functional differences between kids at the 90% percentile and those at the 99.5%+ one. It was implied that I was being elitist and obnoxious for even asking. I was told that my child would probably find one of the Aspie children in the program to be a reasonable peer because they are generally a little awkward, too-- and this was supposed to be reassuring to me. (Amazing... in so many ways, really. Not the least of which was this woman's assumptions about Aspies.)
What a rude surprise that was; the director clearly had a chip on her shoulder about kids like mine and felt that they were merely the result of hot-housing and needed to be 'cut down to size' or something. NO WAY was I going to leave my DD with her, because it wasn't hard to figure out that she was going to make it her mission to "show us" that we were wrong. (Of course, I still can't quite wrap my head around why someone so obviously hostile to HG+ people would be in such a position...hmmmmm)
It turned out that the regular "summer program" offered by the science/engineering schools was a better fit for my gifted child. They were willing to do ability- and interest-based placement with little fanfare about her age.
Anyway. Long story-- but just because someone has a certificate on the wall or a title on their e-mail doesn't mean that they have some basic level of proficiency, I have discovered. Even with teachers, we've found that there is a tremendous amount of variability. I'd say that only one of them (of more than 14) has been anything like a true 'partner' in crafting solutions for DD educationally.
Schrödinger's cat walks into a bar. And doesn't.
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Joined: May 2010
Posts: 281
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Posts: 281 |
nautigal - I like the idea of saving face for the woman specially saying my kiddo maybe her charge for three years.....
Howlerkarma - You have a great way of stating things!
BWBShari- I am glad to hear you overwhelm them with information. I have done that and felt like I was just toooo intense. However it did help them cry uncle. I get lonely with all the stored up information though.
I think our requirement is 6 credits in gifted education. However, we do not have any classes formally taught anywhere near, so I think a teacher becomes an adjunct professor at one of the local universities and teaches a class. Now everyone who took the class has three credits.
I feel better with these replies. Thanks for the support! I feel ready for the next go round!
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Joined: Feb 2011
Posts: 5,181
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Six credits, huh? Semester or quarter? Wow. I think that makes me 'credentialed' in any number of things... German... French... Western Civilization... Calculus, certainly... <snicker> In all seriousness, yes, it's generally a good idea to not burn bridges if you don't have to. I like the face-saving strategies myself most of the time, too.
Schrödinger's cat walks into a bar. And doesn't.
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Joined: May 2010
Posts: 281
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Yeah me to.... Not only that I maybe even able to teach the course!
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Joined: Apr 2009
Posts: 1,032
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I was informed rather crisply that there simply aren't any functional differences between kids at the 90% percentile and those at the 99.5%+ one. It was implied that I was being elitist and obnoxious for even asking. Yeah, because 1 in 10 is clearly the same as 1 in 100 or 1 in 1000. It's all just a bunch of ones and zeroes. Hmm ... binary ... must be high-level stuff.
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