Why are so many UMC kids "gifted but learning disabled"?

[Anonymous]

Anonymous wrote:For every parent of a 2e kid posting about it, there’s a parent of a totally average kid who feels threatened by the idea that some other kid might be smarter theirs and posts comments like OP’s to try to tear the kid down. Classy.

This

[Anonymous]

Anonymous wrote:FISQ 133
dyslexic
presto 2E

This area has a very high percentage of overacheivers. JDs, MDs, PhDs, multiple masters, all marrying. Therefore, this area will have a higher rate of gifted kids.

The 2e thing is new to me. My DC was having trouble in school, got tested, and this is the Dx. Now the ADHD thing I'm not so sure about. I think if the LD is treated, the ADHD will go away but only time will tell.

Why so many LDs? 10% of all kids have dyslexia. Not sure the rate on ADHD or HFASD. IQ and those things can be mutually exclusive. Also, 2e kids are wired different. I'm hoping is happy no matter life choices but mean mommies like you should be ashamed of yourselves and the mean things your kids say to mine.

No. ADHD and the LD are two different things. My DD has both and they are very distinct (although they compound each other).

[Anonymous]

Anonymous wrote:Not gonna copy the enter PP that mentioned this, but I find it hard to believe schools look for SN labels to get money. They are generally more likely to complain about the excess costs presented by SN kids.

This is 100% correct. I served on a committee of our local school board. The feds promise to pay a certain amount, yet pay less. Our state does not pay its share. The expense falls on our local district. I am also a parent of a child with an LD and I know that the district tries to find children ineligible. They also love to point out the extra cost for special ed to pit the parents against each other.

[Anonymous]

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Anonymous wrote:Because no one wants average kids. Everyone around here seems to think there kid is super smart or has SN.

The SN forum is full of people who want neurotypical kids.

+1. This thread is so nasty. My kid has an IQ of over 140, and has wicked ADHD. Would I like to have been able to send him to a regular preschool, and regular camps? Yes! Would I like for him to be able to have playdates without getting that look from the other mom? Yes! Would I like to save the $10-20,000 I spend every year on special therapy and treatments, and all the heartache of wondering if I've got the right treatment plan or am medicating him too much or too little or with the wrong stuff? Yes! Yes! Yes! I'd trade 30 IQ points easily for that, but no one gave me that choice.

Also, it's pretty well acknowledged that the rates of ADHD, ASD and probably other LDs are increasing due to all the chemicals in the environment, many of which are known to be neurotoxic. (And most of which we grew up consuming, so it's stored in our fat tissues and released to the fetus while we gestate or maybe even in our breastmilk.) (There's also interesting research being done linking it to gut flora, so all the antiobiotics we consume in our food is maybe a factor as well.) So if this all bothers you, call your Congressional rep and encourage them to pass stricter laws governing pesticides and other chemicals.

I am on special needs forum a lot. I have two SN kids. Where is this well acknowledged? As for antibiotics, I grew up in Eastern Europe and antibiotics were given so much. Non stop. Cough, cold, sore throat, anything. There was no ADHD diagnosis then in my country at all. LD disabilities, imo, are not increasing due to chemicals, they are increasing because we are denying out children the freedom to grow up and develop their emotional and intellect abilities at the regular pace. This is not all our fault, this is how we live, not everyone is a millionaire that can start environmentally friendly farm and raise their kids range free, most of us can't. Pesticides were all over Eastern Europe when I was growing up. Sister, cousins and I are all high IQ, our children all have something wrong with them... The difference? We grew up "free range," our kids grew up being expected to read at 3 and driven to activities in very urban environment. Out little village became a suburb and just exploded. Same with my US DH, all his siblings are smart and grew up "free range" and not a single diagnosis, kids all have some diagnosis. I mean, come on, you surely see the common thread? And it is not pesticides! Out lifestyle is preventing our children from being children and WE(notice we, not just YOU) are coming up with cover up stories. Media, movies have replaced reading, reading teaches patience, screen does not. Our society is to blame, but not for pesticides, for parental and teaching failures. My DD is hyper social ADHD, and I would trade nothing, nothing for her not be be adhd, because honestly her adhd was just called social, has endless energy kid 30 years ago. Now, she never hurt anyone, if your child is aggressive, I would question the ADHD diagnosis.

Free range means parents are lazy and kids parent themselves. It’s a cop out for I want kids for status but cannot be bothered with them. Parenting means teaching your kids and driving. Not this free range hands off parenting and then complain about how kids are being raised as the lack of parenting is why we have so many kids and teens running wild and behaving as they have and do. You may have replaced reading for electronics but that is not what many of us have done. It’s a justification and assumption when it’s often not the case.

My child has a specific disorder. The school was pushing ASD or adhd so they can get their SN numbers up as they lost special education teachers. They want kids medicated as it’s easier to sedate than teach. Schools put kids on computers far more than parents and push for the SN label as it’s about money. Many parents I know comply as they fear retaliation, which happened to us. It is not as simple as you make it.

I disagree that school want to up theirs special needs numbers. I know of kids who have been denied 504s with a diagnosis and strong teacher support saying the child clearly needs accommodations. Also, who are these parents medicating their kids for fear of retaliation? Teachers aren't even allowed to say they think a kid has a specific disability.

504 is not an IEP. The more kids with IEPs with specific diagnosis gets the special education teachers. We were denied a 504 after terminating our IEP as they would only allow us to continue with an ASD or ADHD diagnosis. We were not going to allow them to improperly diagnose our child who was in private services since age two and many evaluations all with the same diagnosis. Yes, many schools are resistant as they do not want to provide the services in less it benefits them. My child goes without at school and we spend a small fortune doing them privately. What they are allowed to do is different from what really happens. Teachers are not allowed to diagnose but they suggest and demand the school allow for testing. When they first tested our child they refused to talk to outside providers or us so they can try to get their preferred diagnosis. Diagnosis means extra teachers. They completely retaliated to my child in how they treated her, grades, if she did the slightest thing wrong she got sent to the office for the rest of the day and then lost lunch and recess for a few days after when normally all the kids were acting up and only she got in trouble.

I think you may be misunderstanding. You were likely denied a 504 because you need a medical diagnosis for a 504.

[Anonymous]

It’s unintelligent parents who can’t cope with the idea that they have average kids and scramble to secure any advantage possible. The vast majority of these accommodations are utter BS.

[Anonymous]

“For every parent of a 2e kid posting about it, there’s a parent of a totally average kid who feels threatened by the idea that some other kid might be smarter theirs and posts comments like OP’s to try to tear the kid down. Classy.”

More likely the parents of the “average” kid just have not had them tested yet to identify what they have “slow processing speed” in.

[Anonymous]

Anonymous wrote:

Anonymous wrote:Not gonna copy the enter PP that mentioned this, but I find it hard to believe schools look for SN labels to get money. They are generally more likely to complain about the excess costs presented by SN kids.

This is 100% correct. I served on a committee of our local school board. The feds promise to pay a certain amount, yet pay less. Our state does not pay its share. The expense falls on our local district. I am also a parent of a child with an LD and I know that the district tries to find children ineligible. They also love to point out the extra cost for special ed to pit the parents against each other.

Well, there *is* an extra cost as you said, plus a fixed amount of money. Do you even understand budgeting? Either more money needs to be added, or you have to take from other programs. This will of course put different groups into competition for the limited funds. And yes, either sticking to the eligibility criteria or making it more stringent is another way to limit the group demanding more funds, so that they can balance the budget. What are your ideas you are adding to the committee?

[Anonymous]

Anonymous wrote:Not gonna copy the enter PP that mentioned this, but I find it hard to believe schools look for SN labels to get money. They are generally more likely to complain about the excess costs presented by SN kids.

Schools from very poor districts do this. We don’t have that problem in this area. It’s just the opposite and schools don’t want the maintenance of IEP’s around here

[Anonymous]

Anonymous wrote:It’s unintelligent parents who can’t cope with the idea that they have average kids and scramble to secure any advantage possible. The vast majority of these accommodations are utter BS.

Are you saying being gifted while needing accommodations for ADHD, high functioning autism, or learning disabilities like dysgraphia are not real?

As a mother of an 8 year old with a 147 IQ and an ADHD Hyperactive diagnosis (we learned about both from his neuropsychological evaluation). He had already tested into our city's Gifted and Talented program (99th percentile on the test with no prep) When we learned from his teachers that he could not sit still, stop interrupting, or swinging his arms and spinning. his teachers said basically all they could legally say without begging us to get him checked out. I'm so glad we got a diagnosis. He has an IEP now and qualifies.for mandated counseling and OT services. It may be Be to you but the services allow him to be in a classroom while getting appropriate instruction with other bright kids. He is learning the appropriate says to get his energy out without hurting other kids (e.g., taking movement breaks or using Theravada in the room instead of otherwise stimming). He clearly needs challenging schoolwork, particularly in math (he recently took the SCAT, again without prep, and he scored in the 73rd percentile), so having him in a G&T program while still supporting his challenges has been very important. I am also glad his teachers, counselors, OT therapist and school administrators do not think accommodations for 2e children are BS.

[Anonymous]

On the other thread about UMC and learning disabilities so many of the posters described their children as bright but LD. Bright but LD isn’t 2e. A gifted IQ (+130 FSIQ) plus a SN or LD is 2e. But I think bright but LD morphs into 2e in the minds of some of these parents. Not most. Just some.

[Anonymous]

Anonymous wrote:

Anonymous wrote:Here’s the real reason. So they can get accommodations in the classroom and EXTENDED TIME on tests. Who wouldn’t want their child to get unlimited time for the SAT if they could come up for a phony reason that they need it!

No one gets unlimited time on tests. Also, many kids who get extended time on school tests don't get extra time on the SAT. Now it will be even harder for kids who legitimately need it to get extended time.

I am PP with a 2e child. We are in NYC. All state tests grades 3-7 (which are all the grades they are given) are unlimited time for all students in the NYC public school system. So there is no gaming of the tests.

[Anonymous]

Anonymous wrote:

Anonymous wrote:It’s unintelligent parents who can’t cope with the idea that they have average kids and scramble to secure any advantage possible. The vast majority of these accommodations are utter BS.

Are you saying being gifted while needing accommodations for ADHD, high functioning autism, or learning disabilities like dysgraphia are not real?

As a mother of an 8 year old with a 147 IQ and an ADHD Hyperactive diagnosis (we learned about both from his neuropsychological evaluation). He had already tested into our city's Gifted and Talented program (99th percentile on the test with no prep) When we learned from his teachers that he could not sit still, stop interrupting, or swinging his arms and spinning. his teachers said basically all they could legally say without begging us to get him checked out. I'm so glad we got a diagnosis. He has an IEP now and qualifies.for mandated counseling and OT services. It may be Be to you but the services allow him to be in a classroom while getting appropriate instruction with other bright kids. He is learning the appropriate says to get his energy out without hurting other kids (e.g., taking movement breaks or using Theravada in the room instead of otherwise stimming). He clearly needs challenging schoolwork, particularly in math (he recently took the SCAT, again without prep, and he scored in the 73rd percentile), so having him in a G&T program while still supporting his challenges has been very important. I am also glad his teachers, counselors, OT therapist and school administrators do not think accommodations for 2e children are BS.

Your kid is gifted with ADHD. That's not the same as a learning disability.

[Anonymous]

Anonymous wrote:

Anonymous wrote:It is because smart people want to screw people that are creative and zany.

ADHD people are way more fun than neurotypical people.

The number is only gonna rise as reallyvsmart people continue to procreate with fun people.

Not all ADHD people are fun and outgoing.

Neither are all NTs. Do you understand the concept of generalization?

[Anonymous]

I thought my kid was 2e, but the in-school evaluation found an average iq. Kid had tested as gifted in the younger grades. Honestly, I have no idea what it means. Have asd and ADHD diagnosis now, too, which we also didn't have in the younger grades.

I was one of those people who thought a lot of this was bs for UMC kids like ours. My kid doesn't need more time on tests. Needs to pay more attention on them sometimes? Needs to care? But those are normal things. What's abnormal is the verbal/math split, and the lack of ability to understand social cues from the NT kids. How does a public school fix that?

I'm asking an actual question. Seriously, how can a public school fix that? I was hoping for a 2e program just to have a peer group for the kid that they would "get." Now that's off the table, so....

[Anonymous]

Because this area is lake Wobegon and every child is above average