Anger towards twice exceptional kids getting benefits?

[Anonymous]

Anonymous wrote:This thread is really sad. The lack of empathy and the gleeful embracing of ignorance... it's Sarah Palin-esque. Is it really so hard to learn the term neurotypical? And, no, my kids do not have 504s or IEPs, so I am not just overreacting in defense of my own snowflake. I am just a "normal person" with a little compassion who thinks that all children have the right to an education and that those with challenges deserve support, not just from the system but from parents and their peers.

+1

This is one sad thread.

[Anonymous]

Anonymous wrote:sounds like another 2E parent telling the rest of us how only their children are gifted and everyone else got into AAP by prepping. can't you people give it a rest.

Nice try but nope. I'm the PP who posted the comment about some of those AAP kids being prepped to death and my kid isn't 2E. Comments about the best "prep" program spread like wildfire in 2nd grade--we stayed away because we were too cheap (and frankly, didn't think DC would need it and she didn't).
Volunteer in an AAP classroom sometime and you'll see that there is a huge performance disparity between the kids (and some of the brightest are often the ones with IEPs--it makes sense if you think about it because their GBRS are probably often lower since they have a tendency to drive the teachers crazy).

[Anonymous]

Some posters have questioned how a kid can be 2E - that is, gifted with a learning disability - and still qualify for AAP. The NNAT and CogAT test a child's ability to reason, make connections and deal with abstract concepts. Notice that there's no reading, writing or attention exam, etc. (although, the DRA score is reported in the GBRS and arguably issues in these areas might be addressed in the GBRS). If a child tests in the "gifted" range for cognitive abilities yet has a learning disability, AAP typically is the appropriate placement because the curriculum and intellectual challenge is in line with the child's cognitive abilities. The learning disability (auditory or visual processing, attention, etc.) would be addressed through the accommodations.

So, just like a child who has a vision issue may need glasses to see, or the child who has hearing issues may need hearing aids or an FM trainer, a child with a learning disability may need certain accommodations to access the curriculum. From our experience in AAP, such accommodations might help but are not nearly in the realm of a "benefit" that confers an advantage. The child still has the underlying disability and often must work much harder than the other kids to compensate.

[Anonymous]

Anonymous wrote:Some posters have questioned how a kid can be 2E - that is, gifted with a learning disability - and still qualify for AAP. The NNAT and CogAT test a child's ability to reason, make connections and deal with abstract concepts. Notice that there's no reading, writing or attention exam, etc. (although, the DRA score is reported in the GBRS and arguably issues in these areas might be addressed in the GBRS). If a child tests in the "gifted" range for cognitive abilities yet has a learning disability, AAP typically is the appropriate placement because the curriculum and intellectual challenge is in line with the child's cognitive abilities. The learning disability (auditory or visual processing, attention, etc.) would be addressed through the accommodations.

So, just like a child who has a vision issue may need glasses to see, or the child who has hearing issues may need hearing aids or an FM trainer, a child with a learning disability may need certain accommodations to access the curriculum. From our experience in AAP, such accommodations might help but are not nearly in the realm of a "benefit" that confers an advantage. The child still has the underlying disability and often must work much harder than the other kids to compensate.

Perfect explanation. Excellent.

[Anonymous]

Anonymous wrote:

Anonymous wrote:Some posters have questioned how a kid can be 2E - that is, gifted with a learning disability - and still qualify for AAP. The NNAT and CogAT test a child's ability to reason, make connections and deal with abstract concepts. Notice that there's no reading, writing or attention exam, etc. (although, the DRA score is reported in the GBRS and arguably issues in these areas might be addressed in the GBRS). If a child tests in the "gifted" range for cognitive abilities yet has a learning disability, AAP typically is the appropriate placement because the curriculum and intellectual challenge is in line with the child's cognitive abilities. The learning disability (auditory or visual processing, attention, etc.) would be addressed through the accommodations.

So, just like a child who has a vision issue may need glasses to see, or the child who has hearing issues may need hearing aids or an FM trainer, a child with a learning disability may need certain accommodations to access the curriculum. From our experience in AAP, such accommodations might help but are not nearly in the realm of a "benefit" that confers an advantage. The child still has the underlying disability and often must work much harder than the other kids to compensate.

Perfect explanation. Excellent.

yes but some of these kids get extra time on tests - which helps alot, esp. on important tests - so instead of being "angry" some parents believe if you can't beat them join them so there is a effort by some to get labled as slow or whatever to get these accomodations.

[Anonymous]

This is 15:27 from yesterday. PP, I find it hard to believe, in this climate of everyone wanting their children to be labeled gifted, that parents would want their child to be labeled "slow" simply to get accommodations. First, objective evidence would have to exist, by way of educational testing, to establish that there is in fact a learning disability that is significant enough to warrant accommodations. Then you'd need to go back and forth with the school to get whatever accommodations you can for a child who is not below grade level (and forget about receiving services). We would gladly trade what few accommodations our child has for no accommodations and no learning disability.

[Anonymous]

Believe it PP! A psychiatrist told me that many college students and med students would try to get an ADHD diagnosis just so they could get extra time or meds to enhance their concentration. It happens.

[Anonymous]

I agree with the 12:39 poster-as a mom of a kid with ADHD and an IEP, I would give anything to have a "normal" child without personality quirks and unusual interests and would gladly sacrifice the high GBRS score and an AAP admittance-and I know I am not alone in that sentiment!!!