AAP Rigor for kid with focus issues

[Anonymous]

Anonymous wrote:

Anonymous wrote:

Anonymous wrote:

Anonymous wrote:

Anonymous wrote:Does anyone have experience with a child like this who has been in the AAP program?

My DC has a 504 for focus/distraction issues associated with ADHD and is doing very well in the AAP center. I believe Mantua has their AAP Orientation on Monday. You may want to ask one of the teachers about how their AAP programs works with twice exceptional students. I have friends that have had 2e kids in the Mantua AAP Center say good things about the staff support of 504s and IEPs.

I don't think entrance to AAP qualifies as "exceptional" in FFX. Seems pretty common. 504s seems pretty common too. So what's with the "twice exceptional" language? The word exceptional, besides meaning outside the norm, also means "above average" so, again, doesn't really seem to apply since having a SN just makes a child different, not more highly intelligent.

Is "twice exceptional" something you came up with or is that some weird feel-good language in the curriculum?

The unnecessary rudeness on this board amazes me. Would you say this to someone in this way when speaking to them in person? Even if it was something OP came up with, does it really deserve a condescending response?

Yes.

Wow, you would actually say this? Then you really are looking to pick a fight or vent your own frustration with twice exceptional kids. You're a miserable person then.

[Anonymous]

Best get back to the topic at hand, don't want this thread turning into the "venting...sorry it may offend" post from the Schools General board. Anyone who has a child who is gifted, and has learning challenges will know exactly what the OP meant by "twice exceptional". I am not sure why people feel the need to complain about this terminology, when the post was not directed at them, but rather parents in the same boat as OP.

[Anonymous]

DC is a child who is a quick thinker and learner but also has features of ADHD (officially has the diagnosis but he/she is capable of controlling it to some extent when he/she desires). DC is in a level IV classroom and is doing fine - work is messy but I encourage DC to clean it up on a regular basis. Teacher knows the issues and I have kept in touch with the teacher re any focus issues. Currently no meds,no 504 plan and no special accomodations. With time, maturity, and our support, DC will learn to be more organized and more focused.

I will say I find all the lingo such as 2E a little over the top. Children who have a learning disability or have ADHD have brains that work a little differently. They are not twice gifted but rather disabled to some degree. They need additional parental support and at times additional school support but they really don't need special gifted labels.
(I don't consider DC to be gifted despite high standardized test scores and CTY high honors. Just an average goofy kid who is a quick thinker and learner - happens to have some other traits that will hopefully normalize over time.)

[Anonymous]

"Best get back to the topic at hand, don't want this thread turning into the "venting...sorry it may offend" post from the Schools General board. Anyone who has a child who is gifted, and has learning challenges will know exactly what the OP meant by "twice exceptional". I am not sure why people feel the need to complain about this terminology, when the post was not directed at them, but rather parents in the same boat as OP."

You are close but not quite right. Originally, the term referred to a student who was gifted, but, due to the loose measures that qualify students as gifted, the term 2e refers to students eligible for an accelerated curriculum, yet have learning challenges.

Due to the misuse of the term gifted, it is being phased out in most districts, including FCPS.