Does DC have any chance at all - need honesty

[Anonymous]

Anonymous wrote:DC never sat for the CogAt, sat for WISC and full scale IQ was 127. VC was 134. All other scores were 124-127. Processing speed was a dismal 100 though because he is special needs. He has ADHD.

Does he have a chance in hell of getting into the AAP program? His teachers and all administrative staff think he is gifted but what they would call twice exceptional.

What are my recourses?

Your *recourses?*

If he doesn't get in, he hasn't been WRONGED. He doesn't qualify. There are no "recourses." It's not an entitlement. He's not being denied anything unjustly. He's just an ordinary kid, and that's OK too.

[Anonymous]

Op, as the parent of an ADHD child in AAP, I feel strongly that it is a disservice to the child to hold them back academically because of the disability. Would you keep your gifted deaf child in Gen Ed because the disability might make the AAP program more challenging? My kid had a WISC full scale of 129 (like your child, his low processing speed, a feature of ADHD, brought full scale score down), got in, and is doing fine without meds (attention improves with challenge).

[Anonymous]

PS his GBRS was a mediocre 12, so this chatter about you needing a stellar GBRS to pick up a high 120's WISC score is hogwash. So what if lots of kids scored high on CogAt this year . . . the value of a WISC score does not change year to year.

[Anonymous]

Anonymous wrote:PS his GBRS was a mediocre 12, so this chatter about you needing a stellar GBRS to pick up a high 120's WISC score is hogwash. So what if lots of kids scored high on CogAt this year . . . the value of a WISC score does not change year to year.

+1

[Anonymous]

Anonymous wrote:Op, as the parent of an ADHD child in AAP, I feel strongly that it is a disservice to the child to hold them back academically because of the disability. Would you keep your gifted deaf child in Gen Ed because the disability might make the AAP program more challenging? My kid had a WISC full scale of 129 (like your child, his low processing speed, a feature of ADHD, brought full scale score down), got in, and is doing fine without meds (attention improves with challenge).

OP here. Yes, PP, I agree with you...and apparently so do his teachers. He takes longer to finish work and needs more reminders, but his final product is superior to his classmates according to his teachers. I think accommodations should always be provided to children with disabilities. By providing accommodations we aren't taking away from other more capable children. We are leveling the playing field, such as giving a gifted deaf child resources so they, too, can achieve. ADHD is no different.

[Anonymous]

OP - it sounds like you are just looking for someone to agree with you. I'm sure all of the ADHD kids out there have superior work to their classmates. Oh wait, they probably don't becuase with a wisc of 127, while good, is not a wisc of 145. so i guess maybe some other kids work might be superior to his. maybe you should just wait and see what happens and let us know if putting your child on meds, organizing all his work for him and all of the other things you'll have to do for them works.

[Anonymous]

Wow. Not the OP, but I am offended by your post. Why the hostility towards a special needs kid whose Mom wants the best for him or her? All I can say is, Wow.

[Anonymous]

I'm not sure if she wants the best. I think her post is that she wants AAP. That is not always the same thing.

[Anonymous]

I've seen 2E chlidren in the AAP totally disrupt the classroom on an on-going basis. IEP/504 or not, the amount of time and attention required by the teacher to deal with the disruptive behavior is time and attention taken away from my high NNAT/CoGat scoring child who made into AAP w/out referal or appeals. I get that 2E children should be given the chance, but not at the expense of everyone else. I too want the best for my child.

[Anonymous]

Anonymous wrote:I've seen 2E chlidren in the AAP totally disrupt the classroom on an on-going basis. IEP/504 or not, the amount of time and attention required by the teacher to deal with the disruptive behavior is time and attention taken away from my high NNAT/CoGat scoring child who made into AAP w/out referal or appeals. I get that 2E children should be given the chance, but not at the expense of everyone else. I too want the best for my child.

So if the IEP student made it in on their own merit, without any pushing from the parent, what would you like to do with them? Drown them? You are very harsh. I apologize for all of the IEP/504 students who are taking away from your precious snowflake.

[Anonymous]

WTF is "twice exceptional?"

[Anonymous]

Anonymous wrote:OP - it sounds like you are just looking for someone to agree with you. I'm sure all of the ADHD kids out there have superior work to their classmates. Oh wait, they probably don't becuase with a wisc of 127, while good, is not a wisc of 145. so i guess maybe some other kids work might be superior to his. maybe you should just wait and see what happens and let us know if putting your child on meds, organizing all his work for him and all of the other things you'll have to do for them works.

I didn't know I had to agree with everybody on DCUM? I just agreed with one PP. And that doesn't mean I don't agree with the others. What's your issue?

You seem to not understand children with disabilities and particularly twice exceptional children. You may be misunderstanding Fairfax County's own policy though on twice exceptional children. Giftedness has less to do with achievement and more to do with the potential for achievement. Give the gifted deaf girl accommodations and she, too, can likely achieve the 145 your precious child achieved. Many children with ADHD will 'outgrow' their problem after brain maturation over time. Whether they can 'organize their work,' or need reminders to finish their homework isn't the defining characteristic of giftedness. Giftedness can come in all ways - within autism, within ADHD, within deaf people, blind people, etc...Thomas Alva Edison and Einstein both apparently had ADHD/ADD. The county seems to believe that by failing to recognize the potential for exceptional achievement in such children, our society may lose an ingenious inventor, a writer of a literary masterpiece, a research scientist who may develop the cure for cancer. So when the AAP committee recognizes the exceptional potential achievement of disabled children, they provide accommodations to level the playing field and this allows for disabled gifted children to contribute just as much as any other gifted child.

I am definitely nervous about how my child will do in an AAP program without support. But the school is working to provide accommodations for him and believes he is gifted. If he doesn't get accepted he'll still do well in his life. All I asked is if anyone has children with ADHD who have gotten into the AAP program, whether my child also has a chance. Lets not make this a discussion of whether gifted disabled children should be banished elsewhere.

[Anonymous]

Anonymous wrote:I've seen 2E chlidren in the AAP totally disrupt the classroom on an on-going basis. IEP/504 or not, the amount of time and attention required by the teacher to deal with the disruptive behavior is time and attention taken away from my high NNAT/CoGat scoring child who made into AAP w/out referal or appeals. I get that 2E children should be given the chance, but not at the expense of everyone else. I too want the best for my child.

PP, I agree! Lets petition to banish all 2E children out of public schools. Wait, have a better idea. Lets petition to abolish inclusion from the public school systems too. This way none of our perfect children need to ever learn tolerance, patience, and compassion for others and then they can grow up be intolerant, self centered bastards who will may one day lobby politicians to mandate genetic testing to ensure none of these kids are ever born and take up our precious air or use our taxes. Pathetic.

[Anonymous]

By far the brightest child in my child's AAP class has an IEP for some kind of psychiatric problem. I would guess she is bipolar or maybe severe ADHD. I have known the family for years. This kid is off-the-charts brilliant and exactly the kind of kid who needs the AAP class (but can be hugely distracting to the other kids).

[Anonymous]

Anonymous wrote:By far the brightest child in my child's AAP class has an IEP for some kind of psychiatric problem. I would guess she is bipolar or maybe severe ADHD. I have known the family for years. This kid is off-the-charts brilliant and exactly the kind of kid who needs the AAP class (but can be hugely distracting to the other kids).

this is just sad. what about the other 29 kids in the class. that child takes time away from all of their learning. the kid might be smart but his education doesn't have to come at the cost of everyone elses.