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[quote=Anonymous]I have a child who is labeled 2E.  Everyone has relative strengths and weaknesses.  2E students differences are much wider.  Think rolling hills compared to tall mountains and valleys.  Tests like the WISC are ruled invalid for my DC as a result.  The lowest sub test score of 6 is 13 standard deviations from highest subtests (score of 19). So anything that combines the test results doesn't really tell the story.  He hits the ceiling on several of the subtests.  Some of his other reading tests are in the 1st percentile.  He scores very high on vocabulary, comprehension, background knowledge, math, science, critical thinking....  He is a deep thinker.  He is a curious person and wants to know how things work and how we came to be.  He has a nearly encyclopedic memory. His writing ability is quite good but he needs an editor.   It is his math ability that is truly exceptional. On the other side, he cannot parse a sentence or understand nuance or symbolism in fiction. It is as if he is blind to it. However, he loves a good story.

As a freshman,  he took sophomore and junior level classes in college.  He could have graduated in 3 years, but he wants to take every pure math class they offer  (and triple minor) so that he will know as much as he can before he picks an emphasis for graduate school. We are encouraging him to seek out post baccalaureate programs to also give him more knowledge about what he may want to do.

He has received a reader and scribe (now electronic in college) and extra time as part of his accommodations.  The extra time is granted because using a reader/scribe takes longer.  He has other accommodations like audio books and use of specialized word processing programs.  These help him access the curriculums and impart the knowledge he has learned in the classes.

He also grew up UMC. Which meant that his parents had the ability to recognize that he had issues, learn about them and get him the remediation he needed to be successful (some of it was at school some of it was privately done).  It meant his parents had the wherewithal to fund the private remediation too. As well as fight for a decent IEP from 2nd grade on. He qualified for an IEP very easily has his LDs are severe, but making sure the IEP was up to snuff and then applied was another job altogether. FAPE was violated every single year, sometimes egregiously sometimes less so.  For example, on the less so side, he did not receive his math textbook in audio format until January.  That, fall I lost my voice reading it to him.

Not every 2E student is as easily identifiable as my son.

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