Gifted/disabled program

[Anonymous]

Anonymous wrote:"My DC has extra time, non-distracted environment, use of calculator, answer on test booklet, monitor test response, use of computer, class notes, etc."

Hmm - I bet a lot of kids would do better on tests if they had all those advantages.

+1

There is some gaming of the system too.

[Anonymous]

Anonymous wrote:

Anonymous wrote:"My DC has extra time, non-distracted environment, use of calculator, answer on test booklet, monitor test response, use of computer, class notes, etc."

Hmm - I bet a lot of kids would do better on tests if they had all those advantages.

+1

There is some gaming of the system too.

Really?? How would you like it if you child read half as slowly as his peers, but was equally smart or smarter than them and never could show the teacher's their true cognitive abilities? I bet you wouldn't think they were gaming the system then by getting extended time. Believe me, kids who don't need the extra time don't use it and it's removed from their plans.

[Anonymous]

Anonymous wrote:

Anonymous wrote:"My DC has extra time, non-distracted environment, use of calculator, answer on test booklet, monitor test response, use of computer, class notes, etc."

Hmm - I bet a lot of kids would do better on tests if they had all those advantages.

+1

There is some gaming of the system too.

So when your child is tested by two different PHD psychologists (one is actually from MCPS system) over years and both get the same results, i.e. slow processing etc, you would call it gaming?
If child has slow processing there is nothing you can do. There are no pills for faster processing. So what would you suggest that kid to do if he/she run out of time even on their strong subjects on the test? Get just Cs and Ds, so you would feel comfortable about "equality?"
You do no have LD kid for sure...
By the way, about gaming.... To get extra time on AP exams and SAT, somebody has to have documented services and diagnosis for years.
Do you think that kids enjoy to be singled out during tests when they have to go to other room or stay after class? Do you think it is fun when everyone knows that your are different?
Advantage, is when a normal kid is taking ADHD's kids medications to get higher scores on SATs. That is abuse.
It looks just like fun to be on the board and make some "seemingly smart" statements without any knowledge and offend other people who struggle with LD every day.


P.S. accommodations mentioned above are standard for kids with similar profile. To get them for your child, who absolutely needs them, you have to fight like a tiger and have tons of documents. MCPS will resist at every step.

[Anonymous]

Anonymous wrote:

Anonymous wrote:

Anonymous wrote:Does anyone know how a child is placed in the highly gifted center program that is also for kids with a learning disability? It's for 2e students but the MCPS website is so vague and we are moving to the area. Have a highly gifted student going into 6th grade, he also has ADHD and disgraphia.
Also, is that curriculum the same as the gifted magnet curriculum? Based on the website it doesn't sound like it. It's sounds more like the focus on the disabilities and I'm not seeing how they service the gifted attributes of these kids. Any insight from parents who have kids in the program would be great. Thanks.

I have 2e child with extremely High IQ but low processing speed, issues with writing and organization. (Officially has ADHD, possibly dysgraphia)
Child is in regular magnet (not GT/LD) and struggling with workload. However, I would never consider to put child in GT/LD program in MCPS. That is not a place for real 2e child. (Definition of 2e child in my interpretation: on official psychological testing one or two parts of the test off chart high, one or two off chart low. Often children learn how to compensate and school will consider your child average struggling and try to refuse services...)
Very few teachers really follow IEP or 504. The only thing they would do is extended test time. That is it.
Some teachers follow IEP or 504 for every student in a class (i.e. when teacher post class notes for everyone and e-mail reminders to everyone.)
The only good fit would be Homeschool, or Online school with classes that fit your child all over the place.
Since each 2e kid is very different, there is no one size fit all. Unfortunately, that is MCPS approach even in magnets. Resource classes for IEP kids are just free periods to do homework. Nothing individualized. Do not even think about making MCPS to care about your child or be accountable. MCPS is big and extremely bureaucratic. You will be very disappointed.

To this PP, this sounds just like my child. We are searching all the MCPS programs to find the right fit- this is a little disappointing...did you end up doing homeschooling? How did you supplement social aspects for your child? The writing/dysgraphia part for us is a big hurdle- would this not be addressed adequately in a magnet? What about enrolling in GT/LD, and doing enrichment on weekends? or pulling the child out before the end of the day to do off-site tutoring?

WE homeschooled in the past and are prepared to homeschool in the future. As mentioned above, currently child is in regular magnet. We take one day at a time.
When you homeschool, you supplement with a lot of activities: sport, club, museums, science fairs, concerts etc. You do academic camps in summer and plenty of challenging online courses. All of that takes a lot of time and money. Not everyone can do it. However, results are great.
I think it is possible to homeschool for ES and HS. It is more tricky for MS, since during that time cooperation is difficult...
Just do what is best for your child and your family.

[Anonymous]

Anonymous wrote:

Anonymous wrote:

Anonymous wrote:"My DC has extra time, non-distracted environment, use of calculator, answer on test booklet, monitor test response, use of computer, class notes, etc."

Hmm - I bet a lot of kids would do better on tests if they had all those advantages.

+1

There is some gaming of the system too.

Really?? How would you like it if you child read half as slowly as his peers, but was equally smart or smarter than them and never could show the teacher's their true cognitive abilities? I bet you wouldn't think they were gaming the system then by getting extended time. Believe me, kids who don't need the extra time don't use it and it's removed from their plans.

We just did neuropsych testing. My child has a 130 IQ, 98th percentile in reading comprehension on the achievement test, but her reading fluency (speed) is in the 6th percentile. She can get all the questions right with extra time, or only have time to look at a fraction of the questions. That's why it's an accommodation. It's also a pain in the ass because (obviously) it means that tests take much longer and she misses either fun stuff or instructional time (depending on the day and the test).

[Anonymous]

Anonymous wrote:

Anonymous wrote:

Anonymous wrote:

Anonymous wrote:"My DC has extra time, non-distracted environment, use of calculator, answer on test booklet, monitor test response, use of computer, class notes, etc."

Hmm - I bet a lot of kids would do better on tests if they had all those advantages.

+1

There is some gaming of the system too.

Really?? How would you like it if you child read half as slowly as his peers, but was equally smart or smarter than them and never could show the teacher's their true cognitive abilities? I bet you wouldn't think they were gaming the system then by getting extended time. Believe me, kids who don't need the extra time don't use it and it's removed from their plans.

We just did neuropsych testing. My child has a 130 IQ, 98th percentile in reading comprehension on the achievement test, but her reading fluency (speed) is in the 6th percentile. She can get all the questions right with extra time, or only have time to look at a fraction of the questions. That's why it's an accommodation. It's also a pain in the ass because (obviously) it means that tests take much longer and she misses either fun stuff or instructional time (depending on the day and the test).

In a few year just have her tell the customers waiting for their Big Macs that if they are just a little more patient she will totally nail their order.

[Anonymous]

Anonymous wrote:

Anonymous wrote:

Anonymous wrote:

Anonymous wrote:

Anonymous wrote:"My DC has extra time, non-distracted environment, use of calculator, answer on test booklet, monitor test response, use of computer, class notes, etc."

Hmm - I bet a lot of kids would do better on tests if they had all those advantages.

+1

There is some gaming of the system too.

Really?? How would you like it if you child read half as slowly as his peers, but was equally smart or smarter than them and never could show the teacher's their true cognitive abilities? I bet you wouldn't think they were gaming the system then by getting extended time. Believe me, kids who don't need the extra time don't use it and it's removed from their plans.

We just did neuropsych testing. My child has a 130 IQ, 98th percentile in reading comprehension on the achievement test, but her reading fluency (speed) is in the 6th percentile. She can get all the questions right with extra time, or only have time to look at a fraction of the questions. That's why it's an accommodation. It's also a pain in the ass because (obviously) it means that tests take much longer and she misses either fun stuff or instructional time (depending on the day and the test).

In a few year just have her tell the customers waiting for their Big Macs that if they are just a little more patient she will totally nail their order.

Yes, when she graduates she will need to find a job where her slow processing speed will not hold her back. Just like when you graduate, you will need to find a job where being an asshole isn't a deal-breaker.

[Anonymous]

Anonymous wrote:

Anonymous wrote:

Anonymous wrote:

Anonymous wrote:

Anonymous wrote:"My DC has extra time, non-distracted environment, use of calculator, answer on test booklet, monitor test response, use of computer, class notes, etc."

Hmm - I bet a lot of kids would do better on tests if they had all those advantages.

+1

There is some gaming of the system too.

Really?? How would you like it if you child read half as slowly as his peers, but was equally smart or smarter than them and never could show the teacher's their true cognitive abilities? I bet you wouldn't think they were gaming the system then by getting extended time. Believe me, kids who don't need the extra time don't use it and it's removed from their plans.

We just did neuropsych testing. My child has a 130 IQ, 98th percentile in reading comprehension on the achievement test, but her reading fluency (speed) is in the 6th percentile. She can get all the questions right with extra time, or only have time to look at a fraction of the questions. That's why it's an accommodation. It's also a pain in the ass because (obviously) it means that tests take much longer and she misses either fun stuff or instructional time (depending on the day and the test).

In a few year just have her tell the customers waiting for their Big Macs that if they are just a little more patient she will totally nail their order.

NP. I can't believe you just said that. You should be ashamed of yourself.
While there is nothing wrong with working as a cashier, I know plenty of people with slow processing speed who work in very high-level jobs. I know one attorney who is at the 10th percentile at processing speed and does fine. He's very successful but mostly works on on boardroom dealmaking for mergers and acquisitions rather than courtroom trials. I also know of a Ph.D. in anthropology with low processing speed. This woman, who happens to be my cousin, is brilliant at her job. She stinks at video games, though, because they require really quick reactions and decision making which is a weakness. Hasn't hurt her at all except we used to tease her during playdates.

[Anonymous]

I'm 22:57, with a child in the GT/LD program.

My husband has slow processing speed/high IQ/ADHD-ASD. He has an MD and a PhD and does cancer research at the NIH. He was also a university professor years ago.

My son, who has the same profile, is very academic like his father. Research is actually a GREAT field for intelligent and deep-thinking people who are slow. It is intellectually stimulating, and universities and research institutions give their researchers a lot of leeway in the way they conduct their work.

Nasty PP, your life may be saved by the people you so thoughtlessly disparage. Think about it.

[Anonymous]

Anonymous wrote:I'm 22:57, with a child in the GT/LD program.

My husband has slow processing speed/high IQ/ADHD-ASD. He has an MD and a PhD and does cancer research at the NIH. He was also a university professor years ago.

My son, who has the same profile, is very academic like his father. Research is actually a GREAT field for intelligent and deep-thinking people who are slow. It is intellectually stimulating, and universities and research institutions give their researchers a lot of leeway in the way they conduct their work.

Nasty PP, your life may be saved by the people you so thoughtlessly disparage. Think about it.

Hold on a give me a few mins to process that......