This is not a troll question, I'd honestly like to know re: AAP Centers and "quirky" kids

[Anonymous]

I have known three people in the truly profoundly gifted category.

One was a social misfit who had no social skills (probably on the autism spectrum). He may be the smartest person in terms of mental horsepower I have met.

One person was social, but not interested in the subject matters of his peers. While they were talking about cars or sports, the child was interested in things like stellar formations and meteorological process.

The final kid was extremely social, could read queues, and could talk about anything. As a 10 yo, he could keep up with adult conversations. He ended up winning the national debate championship.

[Anonymous]

Anonymous wrote:

Anonymous wrote:

Anonymous wrote:

Anonymous wrote:I've read a few times here that AAP Centers are a "more accepting environment" for kids who are "quirky." I've also been reading about how there can be very little interaction between AAP and Gen Ed kids at Centers. So my sincere question: Do any of you with quirky AAP kids worry that they aren't getting the social feedback necessary to learn how to interact with a more representative population of children? In blunter terms: Do you worry about them getting more "quirky" because that's the norm in their AAP peer group and then having even more serious social issues when they hit middle school?

I have two profoundly gifted kids. Nothing is going to make them like the other kids. My kids have decent social skills. They just fit in with kids that are 2-3 standard deviations below them in intelligence. The problem isn't that my kids are lagging in social development. The problem is that the other kids are lagging behind them in in intellectual development.

Nice eyeroll.

You clearly haven't worked with kids who have IQs in the 150+ range. They're different, really different, and it isn't a social skills issue on their part.

[Anonymous]

Anonymous wrote:

Anonymous wrote:I've read a few times here that AAP Centers are a "more accepting environment" for kids who are "quirky." I've also been reading about how there can be very little interaction between AAP and Gen Ed kids at Centers. So my sincere question: Do any of you with quirky AAP kids worry that they aren't getting the social feedback necessary to learn how to interact with a more representative population of children? In blunter terms: Do you worry about them getting more "quirky" because that's the norm in their AAP peer group and then having even more serious social issues when they hit middle school?

I have two profoundly gifted kids. Nothing is going to make them like the other kids. My kids have decent social skills. They just fit in with kids that are 2-3 standard deviations below them in intelligence. The problem isn't that my kids are lagging in social development. The problem is that the other kids are lagging behind them in in intellectual development.

+1000 I was so tired of watching both of my kids wait for the class to catch up...yet another year of watching them wait to catch up. Couldn't take it anymore and moved them to a more rigorous school. Everyone is happier.

[Anonymous]

Anonymous wrote:

Anonymous wrote:

Anonymous wrote:
I have two profoundly gifted kids. Nothing is going to make them like the other kids. My kids have decent social skills. They just fit in with kids that are 2-3 standard deviations below them in intelligence. The problem isn't that my kids are lagging in social development. The problem is that the other kids are lagging behind them in in intellectual development.

+1000 I was so tired of watching both of my kids wait for the class to catch up...yet another year of watching them wait to catch up. Couldn't take it anymore and moved them to a more rigorous school. Everyone is happier.

OMG - the OP's question was about quirky kids in AAP centers - not how "PROFOUNDLY gifted" are your kids and how far ahead of the rest of the world are they?

[Anonymous]

Anonymous wrote:

Anonymous wrote:

Anonymous wrote:

Anonymous wrote:
I have two profoundly gifted kids. Nothing is going to make them like the other kids. My kids have decent social skills. They just fit in with kids that are 2-3 standard deviations below them in intelligence. The problem isn't that my kids are lagging in social development. The problem is that the other kids are lagging behind them in in intellectual development.

+1000 I was so tired of watching both of my kids wait for the class to catch up...yet another year of watching them wait to catch up. Couldn't take it anymore and moved them to a more rigorous school. Everyone is happier.

OMG - the OP's question was about quirky kids in AAP centers - not how "PROFOUNDLY gifted" are your kids and how far ahead of the rest of the world are they?

+1000

[Anonymous]

AAP centers are ideal, as most of the "problem" kids are not in the AAP classes. Given such, the 'quirky' kids can be themselves, as the non"quirky" are generally more accepting, as they tend to be above-average in intelligence, and therefore tend to be more accepting. This has been our experience, anyhow. DC has a very HFA student in DC class. The HFA child has some outbursts, and is definitely quirky, but the AAP kids accept the HFA kid as she/he is. In a gen. ed class, the HFA child would probably be bullied.

FCPS needs to do more to get gen. ed classes more like AAP; in the sense of security for the kids and having the kids rise to the challenge. IMO, FCPS teaches to the Lowest Common Denominator in general ed, which tends to be FARMS, ESOL, or LD children. I am not being mean, but perhaps inclusion is not a fair deal to the average child with no other issue.

[Anonymous]

Anonymous wrote:AAP centers are ideal, as most of the "problem" kids are not in the AAP classes. Given such, the 'quirky' kids can be themselves, as the non"quirky" are generally more accepting, as they tend to be above-average in intelligence, and therefore tend to be more accepting. This has been our experience, anyhow. DC has a very HFA student in DC class. The HFA child has some outbursts, and is definitely quirky, but the AAP kids accept the HFA kid as she/he is. In a gen. ed class, the HFA child would probably be bullied.

FCPS needs to do more to get gen. ed classes more like AAP; in the sense of security for the kids and having the kids rise to the challenge. IMO, FCPS teaches to the Lowest Common Denominator in general ed, which tends to be FARMS, ESOL, or LD children. I am not being mean, but perhaps inclusion is not a fair deal to the average child with no other issue.

FYI, an ESOL, FARMS or LD child can ALSO be in an AAP curriculum. They are not mutually exclusive.

[Anonymous]

In fact a child can be FARMS and ESOL and LD and AAP.

[Anonymous]

Anonymous wrote:

Anonymous wrote:AAP centers are ideal, as most of the "problem" kids are not in the AAP classes. Given such, the 'quirky' kids can be themselves, as the non"quirky" are generally more accepting, as they tend to be above-average in intelligence, and therefore tend to be more accepting. This has been our experience, anyhow. DC has a very HFA student in DC class. The HFA child has some outbursts, and is definitely quirky, but the AAP kids accept the HFA kid as she/he is. In a gen. ed class, the HFA child would probably be bullied.

FCPS needs to do more to get gen. ed classes more like AAP; in the sense of security for the kids and having the kids rise to the challenge. IMO, FCPS teaches to the Lowest Common Denominator in general ed, which tends to be FARMS, ESOL, or LD children. I am not being mean, but perhaps inclusion is not a fair deal to the average child with no other issue.

FYI, an ESOL, FARMS or LD child can ALSO be in an AAP curriculum. They are not mutually exclusive.

Very true, but folks on this board tends to believe lack of money = lack of intelligence.

And to prove the point, they'll point to test scores which are higher for kids whose parents have the time and money to prep them for the test.

[Anonymous]

No they are not mutually exclusive, wasn't said or implied. Probably just stating that with the shift in demographics over the years, general Ed is not the same as it was, say 10-12 years ago.

[Anonymous]

I had two in AAP. Very few "quirky" kids. and not too many profoundly gifted either ( I did not see any, really) Just some bright kids that enjoyed school more when there was more challenge. Not everyone is the same. Thee were the same number of quirky in the non AAP.

[Anonymous]

Anonymous wrote:In fact a child can be FARMS and ESOL and LD and AAP.

...and the Twilight series is real.

[Anonymous]

Anonymous wrote:

Anonymous wrote:I've read a few times here that AAP Centers are a "more accepting environment" for kids who are "quirky." I've also been reading about how there can be very little interaction between AAP and Gen Ed kids at Centers. So my sincere question: Do any of you with quirky AAP kids worry that they aren't getting the social feedback necessary to learn how to interact with a more representative population of children? In blunter terms: Do you worry about them getting more "quirky" because that's the norm in their AAP peer group and then having even more serious social issues when they hit middle school?

I have two profoundly gifted kids. Nothing is going to make them like the other kids. My kids have decent social skills. They just fit in with kids that are 2-3 standard deviations below them in intelligence. The problem isn't that my kids are lagging in social development. The problem is that the other kids are lagging behind them in in intellectual development.

Ridiculous, no responsive blowhard. Feel better telling us about your kids?

[Anonymous]

"Not responsive..."

[Anonymous]

Anonymous wrote:

Anonymous wrote:In fact a child can be FARMS and ESOL and LD and AAP.

...and the Twilight series is real.

Wow. Just Wow.