Originally Posted by jamsmama
Is it working for your child?
Not Alegna, but I'll answer. I think Laura Loo gave a good characterization of what is likely a common experience, particularly for active boys who go to the beat of their own drum (divergent thinkers).
DS has "behaviour issues" and SPD. He was identified formally as gifted by January of kindie - the label means he's not a "bad kid," or a kid who just needs to have more time outs, or a kid who's badly parented. Now, they have an explanation for his behaviour, and as a result try to find strategies that meet his actual needs. Hoorah for the label!
What drives me crazy is that I see all of these other boys who may or may not be intellectually gifted, but are bright and active and passionate and creative and busy. They all have a 'label'/moniker - and it ain't near as 'positive' as gifted. I think the school system is doing a disservice to many of the kids, and the gifted kids have the same disadvantages along with being asked to attend to curriculum that absolutely does not fit. The label helps, but it sure doesn't solve anything.
That's not good enough for us, so we're likely HSing next year (or two), with the plan to slide him back into public school with a possible skip. We're hoping that he'll have settled a bit by then developmentally and it will be a more positive place for him. This is a very hard choice as it will involve significant sacrifice to HS him.
I'm currently reading The Call to Brilliance
- highly critical of the school system, and speaks to the way kids lose their freedom of self-definition and take on the language, labels and descriptors they hear about themselves. There is no quick fix to the widespread problems in the education system, but not identifying gifted kids and providing differentiated resources for them sure isn't going to help the vast majority of gifted kids in schools.