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[quote=Anonymous][quote=Anonymous]So sorry if my response to you're blanket statement that "all parents of academic high achievers are the most asinine arrogant people in the world" seemed obnoxious to you.  But talk about people in glass houses throwing stones. Here are some facts:

1.  My DC DID spend second grade reading the childhood classics while the teacher taught the other kids stuff he already knew. It's what happens when you put a highly gifted kid who is several years advanced in math and English in a Gen Ed classroom, which is how you think things should be  Sorry if his reading seems obnoxious- but what did you want him to do, exactly?  His teacher kept saying it would get better in 3rd with AAP. It did. And while it may seem like a Humblebrag to you, for us it was a miserable year with a bored kid who was constantly in trouble  (and yes, I know, I should have quit my job and home schooled, we've covered that).

2. Like ESL kids and kids on the spectrum, kids with intellectual disabilities (IQs of 70-80, generally known as IQs In the borderline intellectual functioning-- not my term, take it up with DSM IV) are being mainstreamed through IAs and push in services (one again-- NOT MY TERM) in Gen Ed classes.  This is apparently the new alternative to pull outs.   Kids with Intellectual Disabilities ARE SPECIAL ED KIDS and qualify for special Ed services. That's not insulting or inflammatory, it's a fact (and really, do you want to argue that kids with BIF don't or shouldn't qualify for special ed)?  Special Ed is a broad term.  But it's not inflammatory to note that some special Ed kids in mainstream classrooms have low IQ-- because, IRL, some do. some do. Some also have high IQs w/LDs (2e), are on the spectrum, are average IQs with LDs-- the term special Ed is a big umbrella in FCPS.  Expecting one teacher to deal with all of these different needs at the same time is unrealistic and unfair.  Calling me (the parent of kid who is 2e and therefore  is also classed a sped) an ass because I point this out does not make my comment inflammatory.

And I certainly never said or implied anything negative (OR ANYTHING AT ALL) about the IQ of your dyslexic kid.

You are looking so hard for an insult (and going out of your way to make assumptions about and insult others). But NO ONE has insulted you.

So, once again, short and sweet: lots of kids qualify as special Ed. So of these have low IQs.
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I'd like to believe you because I was very bored in school as a child and occasionally got into trouble for it and I think an advanced program would have helped me. I now have one child in AAP and I'm very sympathetic to the idea that an advanced program is beneficial but...

You claim your child was reading "the classics" in second grade and that somehow AAP addressed his boredom problems. It so happens that my AAP kid was reading by age three and reading pretty hefty stuff by second grade too (though not strictly or even predominantly "classics"--we let DC chose the books most of the time). AAP was a slight step up in challenge, but not nearly the lifesaver you claim it is and DC has been steadily bored in the program for the last five years. So I suspect that either your child just matured a lot between 2nd and 3rd grade, or that you are the kind of pushy parent who would give him "classics" to read to make sure he stayed "ahead" until he got to AAP, and he either didn't understand them (you can decode really well without understanding) or was so bored by some of them that he acted out (face it, some "classics" are truly boring--we don't even read them as adults).
By the way, my observation over the years is that a lot of AAP kids will also chose to read "Diary of a Wimpy Kid" over Tom Sawyer if given the chance. Perhaps your love of the AAP label has blinded you to the fact that your child still doesn't have an adequate peer group to match his advanced level (I presume at this point he's reading Marx and Nietzche).

With regards to intellectually disabled kids being mainstreamed, the examples you give are unrealistic. A child who is several years behind in vocabulary would be taught in a self-contained classroom. The parents will ask for it as FAPE. If they don't, the school will push for it because the teachers know they can't accommodate the child's needs in their classroom, and remember, [i]all these children need to pass the SOLs[/i]. The school will do almost anything it takes to help the child learn the material for that purpose. 
For children with LD who are mainstreamed, the presence of the IA is supposed to tend to those children's needs and they don't impact the level of performance in the class for other children. In fact, my other child with LD often says that the IA in her class only occasionally spends time with her to answer a question or check a written answer and spends the majority of the time helping most of the kids in the class. So the presence of the IA actually helps everyone. The only time the IA serves my kid and at most a couple of other ones exclusively is when they are sent to a separate room for testing since their IEP mandates a small group, quieter setting.

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