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[quote=Anonymous]We have recently been debating this exact topic. We have had attention and impulsivity issues since preschool, but at the same time, every teacher and many adults have expressed how bright and articulate our ds is.  Though he was in pool for 3rd grade admittance, even maxing out one subtest on the CogAt (and scoring at 90th %ile and above on all others with a 99% composite) he did not make it in the first round.  I requested a copy of his file, and saw a poor work sample (that I felt did not represent his best work by a longshot) and his GBRS was a 9.  I asked to meet with his teacher and the guidance counselor just to get their opinion.  They both felt that his emotional immaturity as they called it at the time meant that likely one more year, and he would breeze through.  Interestingly, there is NO mention of behavior or emotional maturity on the GBRS, but I feel ds's was clouded by behavior issues.  We did appeal, but without new test scores, and were denied. (same GBRS of course).

In 3rd grade our school had one teacher who did AAP Math/Science, and one who taught AAP Language/Social Studies.  Though my ds was not in the AAP group, he had those teachers, both of whom said he should be in AAP, and that I should reapply.  He still had impulsivity/attention/organization issues, but his 3rd grade teachers seemed to find ways to work with him, challenge him, and keep things going relatively well.  We reapplied last Spring on parent referral, with his old FCPS test scores (and a new GBRS from his 3rd grade teacher) and he breezed through on the first round.

So, this fall in 4th grade is his first experience in AAP.  I had really hoped it was the magic ticket.  Well, it has not been.  The work is not too difficult, he has all "A"s for the academic grades BUT, I began to receive emails the first week regarding his distractedness, disorganization, impulsivity, and they have continued.  We worked with the teacher and guidance counselor on some accomodations, and I  began the ball rollling on him seeing a developmental pediatrician.  In the end, and in face  this week, he was in fact diagnosed with ADHD combined type.

I asked the Dev. Ped if I should just pull him from AAP, and she totally felt that was the wrong move for my ds.  She remarked that he was one of the most articulate 9 year olds she had met, and that she felt that his test scores indicated that he was indeed one of the 20% (she used that number) of children who have ADHD and are also gifted.  I know many teachers (and parents) hope for a room full of children who are perfectly mindful and able to concentrate, but sometimes, this is just not the reality.  What we plan to do now with this information is request a 504 plan with accommodations from the school, and we are beginning a medication trial.  
Sorry for the long post, this is all fresh for us, so I thought I would share.  Interestingly enough, ds’s teacher, who I always felt just thought he was a total pain (which I know he could be with his issues), said in one of her narratives that “With an improvement in focus, and impulsivity ds will easily surpass many of his peers  in achievement”.  We shall see.  GL!  In our case, we are definitely dealing with ADHD, and it has begun to impact his self esteem, even though his grades are excellent (not so for the behavior grades) he feels “stupid” with the constant need for redirection and repeating of instructions.
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