Originally Posted by Kessed
Because it feels that many people pursue the gifted label for their child to avoid having their child learn how to fit into the classroom.
Little Jonny is bored in grade 1 - well - get him tested so that he doesn't have to do the work he finds boring...
This is just mindblowing to me. I can't imagine the outrage if I said this about any other exceptional child.
"It feels that many people pursue the (autistic/ED (emotionally disturbed)/dyslexic/ADHD(sub your choice of labels here)) label for their child to avoid having their child learn how to fit into the classroom."
Do you see how absolutely insulting that would be?
And, yes, gifted IS exceptional. The gifted brain works in ways that are much different from the "norm".
BTW, I am gifted, and never had any social problems in school, but, I found some grades particularly boring because of the teachers/curriculum...like, mind-numbingly boring. What do you do with a kid like me who will literally finish the 15 minute - worksheet in one and a half minutes? Give me more worksheets - because that's fair...you're "smart", so, do 8 times the work? I've already shown that 1) I know how to complete the task and 2) I can sit there and do the "boring" work, and do it well. Now what? Perhaps - just perhaps - a different curriculum should be available to me.
I also taught gifted kids - a couple were very gifted. The most profoundly gifted child (I mean, off the charts...the most gifted the GT coordinator had seen in the district in her 20 years) that I taught was absolutely well-behaved (military family), thoughtful, kind, athletic, and very popular with his peers. I had a couple more students who WERE disruptive if they weren't being stimulated, and another who was "difficult" (not my label - the one that had followed him into my fourth grade class) because he was always figuring out new ways to solve math problems, got antsy in class, and was easily frustrated (and, yes, I recommended him for gifted testing early in the year, assuming he'd test as gifted for math, but was actually a little surprised when he tested gifted for BOTH math and language arts - his lang. arts grades were not all that great, and he struggled a bit with reading, but, obviously, there is great potential there - but you couldn't have gone just on grades alone). So, he was well on his well to getting a label and medication, anyway. (ADHD) I saw that he was at least gifted in math, and gave him differentiated instruction. ie...the basics of what the class was being taught, and, once he showed he had mastered that (in no time, usually), more challenging, more abstract concepts, etc.) after the first quarter. Once he was receiving differentiated instruction his behavior DRAMATICALLY improved, so, the gifted label (or, at least, the recognition of his behavior as being an indicator if giftedness) was a Godsend to him, his family, myself (I will admit I was going crazy the first quarter trying to figure out what this kid's "problem" was), and probably his future teachers who will have an idea of what they're going to need to do for him.
Our district did not do solely IQ tests (they did, but there were other routes to AIG)...they went on teacher recommendations, then a couple tests (I do not recall the exact tests, but I'll try to find out), and then AGAIN, teacher recs for those kids who tested above the baseline...(ie...is this child truly gifted, or just "smart", and what did we have to back that up?) - the recs were a checklist that indicated a CLEAR basis for the need for differentiation. You could test into the program based solely on IQ test, but had to be at the 98th percentile or above I've rambled, and DD is attempting to break things...