I've been pretty hesitant to consider DS 'gifted' at this point... but we're having some (negative) issues in preschool, and now I'm looking for some advice on proceeding.
Some background; I suspect he is on the lowerish end of 'giftedness' he has always been a very intense child, very observant, natural learner, natural conversationalist. Always very precocious and prefers the company of adults/older kids to kids his own age - he intuitively discovered how to read and did a 3rd grade informal reading assessment for me yesterday... read with 90% accuracy and 85% comprehension... (I'm a former sped teacher). He was formally taught his letter/sounds at 18 months. The rest he picked up from our simple occasional word games and books. He's always had an amazing logical/spacial sense as well.
He has some minorish sensory integration issues, or what I thought was minorish till we started preschool. He isn't bored at preschool; he has mastered all the curriculum basically but doesn't seem to mind, so that isn't an issue. The issue is when he has time to himself or group play time he gets overstimulated very quickly by the chaotic noises, can't handle when other kids interfere in his 'projects' and can't handle sudden changes in the routine. His teacher has not handled him well, and now we are moving classes to one with a fantastic sped teacher who is eager to help us with his sensory issues. She observed him independently and came to the same conclusion that DS IS NOT a bratty, spoiled child (the assumption by previous teacher) but has some real sensory issues.
SO... We have him enrolled in a Montessori charter school that I am pretty confident will be able to accomodate/modify for his accademic needs, so that isn't too much an issue for next year, but I am worried about his sensory issues. I'd like to hope that the teachers we encounter at such a school will also be interested in working with him, but my own experiences as a Sped teacher suggest this won't always be the case, and he needs simple modifications like being allowed to have a quiet time, being allowed to self-stimulate during calm activities (usually play with something soft), listen to music/poetry on his MP3 player during chaotic times, using timers to cue for change, etc.
Has anyone seen a benefit to getting a diagnosis of Sensory Intergration Disorder or Processing disorder to allow for an IEP or 504? I really don't care to have him in Sped; I sincerely doubt any resource teacher is going to have time to address this, and the other alternative is more restrictive. Not necessary. I can see arguments for a 504 plan to allow for acomodations listed above, but I also don't want to stick a label on him if it ultimately won't help.
Any thoughts there?