How did you get her into a private school? My son has the same thing but his SSAT scores - not so great (though MSAs, MAP-R, Terra Nova and grades are all very high). The disparity between scores on SSAT/ISEE is usually a red flag to schools. Or did she start private when she was very young? Any advice on getting around this issue? I think he could benefit from smaller class size.

Our DD has inattentive adhd and dyslexia. Similar IQ scores: very high verbal and performace IQ, very low processing speed and working memory. She is at a private school so process less formal for us, but the neuropsych recommended and the school accepted various accomodations, including allowing DD time and a half on times tests, reduced # of problems on math homework, using calculator in timed math tests.... and we also started her on adderall, at a pretty low dose. FWIW, last year her standardized test scores were abysmal (ERBS) -- this year they were well above average. So I think the extra time helped a lot, and perhaps the meds, too.

I have a son with a very similar profile as your son, OP. We have done a lot of hand-holding at home but have not yet requested accommodations at school (he is entering 5th grade). I don't think this is a profile that necessitates accommodations, but that is just my opinion. (I'm a former teacher so I've seen many profiles that do.)

Anonymous wrote:I can believe people actually want an IEP.
If its needed yes, great.
But why why make your kid stand out when it's not needed.Kids will be adults in a real world with no accomodations

PP - What in the world would give you the data and the skill set to make a comment that implies a poster's child does not need an IEP? You have a crystal ball or infinite wisdom that the rest of the world population doesn't have?

First, no child should stand out if they have an IEP. The IEP should be implemented using the best teaching practice of Universal Design. For example, if you child needs class notes, then why not offer it to the entire class? It is just a good teaching practice to do so.

As far as goals and objectives in the IEP, these can change with time and as the child meets goals and objectives, supports can often begin to scale back. Far better than not addressing the need to fill in important skills that help with continued academic and overall life success. Best teaching practice would also state that early intervention is by far better than delaying or never addressing a child's specific needs.

60 Minutes actually did a report about a month ago about a scientific study that followed individuals with ADHD from childhood through adulthood over a period of 30 years. With the use of PET scans the scientists actually showed individuals with ADHD who received special education services as well as medication actually had improved scans as they matured into adulthood. Their conclusion was with proper support, this test group actually "re-wired" the frontal lobe of their brain.

OP here. My son was on meds when he took the WISC, so I feel like it's an accurate depiction of his abilities. I wasn't thinking about SOLs when I wrote the original post, but that is something to think about for this year. It's worth it to discuss with his teacher and counselor, at least. Thanks everyone for the thoughtful replies.

And to the PP(s) who think that I'm just DYING to have a 504 or an IEP for the heck of it - really? Are you serious? What I want is for my kid to not have ADHD and all of the associated struggles. They are not minor struggles for him, they are BIG struggles. I have decent perspective on this b/c he's not my only kiddo with special needs, meaning I don't think ADHD is the end of the world, but I also recognize how much of an impact it has on my son and our family. So no, I don't want him to need any special treatment, or get singled out, or get "favoritism", or add in any way to that feeling he has that he's not quite like everyone else....but I can't get that. Instead, I have to try to give him the best chance I can to succeed without becoming a totally frustrated mess. If that means enhancing an already existing 504 plan to give him more help, then I'm all for it. Seems like a pretty minor thing. Sorry, I don't normally get this grumpy, but you've hit a nerve.

NP. I know several adults who were diagnosed with slow processing speed after they were all done with their schooling including graduate and law schools. They did fine without accommodations.

My vote is to get accommodations if there is a clear indication that it is needed.