Anonymous wrote:

Anonymous wrote:I'll admit I get a little confused about "twice exceptional" kids in AAP. If a child is capable of above-level work only while receiving accomodations, are they really "gifted?"

Yes they still are gifted. Because giftedness measures potential ability, not proven ability. I think the public school system feels that by providing some support some children can go on to accomplish a lot and they think it could be a disservice to society to not enable these children to contribute more. I think everybody knows by now that Einstein, Edison, etc...had significant problems who may have needed IEP's today.

Anonymous wrote:all children do not benefit from inclusion. maybe the special needs kids do... but the others don't. my child is forced to sit there while the kids act strange and have all these extra aides repeating things, taking them in and out of the classroom.

Anonymous wrote:Do you think you would be in AAP though if you had been able to cope better? I'm afraid of AAP now after hearing about all the twice exceptional children there.

Anonymous wrote:I'll admit I get a little confused about "twice exceptional" kids in AAP. If a child is capable of above-level work only while receiving accomodations, are they really "gifted?"

Anonymous wrote:

Anonymous wrote:

Anonymous wrote: Next, the parents who are sure that all ADHD issues are due to parents being neglectful of discipline (I wish it was that simple, but good to know you are a developmental pediatrician or psychiatrist), Stay away from AAP if you like, it will make the class size smaller.

Maybe you have special needs with comprehension. I never said ALL ADHD issues are due to parents being neglectful of discipline. I said I think a lot of kids (not ALL) diagnosed with ADHD have just a normal kids that have a hyper, wild, all over the place personality. It seems like if the kids are perfect little quiet angels in class they have some disorder that needs special attention or accommodations. My kids won't stay away from AAP as they deserve to be there.

Anonymous wrote: In the meantime, my ds earned his spot just like anyone else, though perhaps not, since I did not have to pay for a WISC to get him in. His teachers (and test scores) recognized his potential, in spite of his neurological issues.

Your DS didn't earn his position in that class the same way my kids did if they have special accommodations. That's life and I hope your teaching him that the rest of the real world won't be so accommodating.

This was my earlier post you were commenting on. Not that I have to defend myself to you, but alas, I will. My son had NO accomodations when he was found eligible, he had not even been diagnosed. He also had no accomodations in 3rd grade AAP, and yet, still received all O's in academics. And still, in 4th grade AAP, began the year with no accomodations, and still was receiving all "A's" in academics. Not all children with ADHD have academic hardships. In fact, at his 504 meeting, I volunteered "If you think the AAP curriculum is causing some of his anxiety, impulsivity, attention, organization issues, I will gladly pull my child from AAP". The committee of experts (his current teacher included) said that 100% he is where he should be academically. I am teaching my child that everyone has their strengths and weaknesses, and what we are doing is helping him learn strategies to manage his difficulties.

Anonymous wrote:

Anonymous wrote: Next, the parents who are sure that all ADHD issues are due to parents being neglectful of discipline (I wish it was that simple, but good to know you are a developmental pediatrician or psychiatrist), Stay away from AAP if you like, it will make the class size smaller.

Maybe you have special needs with comprehension. I never said ALL ADHD issues are due to parents being neglectful of discipline. I said I think a lot of kids (not ALL) diagnosed with ADHD have just a normal kids that have a hyper, wild, all over the place personality. It seems like if the kids are perfect little quiet angels in class they have some disorder that needs special attention or accommodations. My kids won't stay away from AAP as they deserve to be there.

Anonymous wrote: In the meantime, my ds earned his spot just like anyone else, though perhaps not, since I did not have to pay for a WISC to get him in. His teachers (and test scores) recognized his potential, in spite of his neurological issues.

Your DS didn't earn his position in that class the same way my kids did if they have special accommodations. That's life and I hope your teaching him that the rest of the real world won't be so accommodating.

Anonymous wrote: Next, the parents who are sure that all ADHD issues are due to parents being neglectful of discipline (I wish it was that simple, but good to know you are a developmental pediatrician or psychiatrist), Stay away from AAP if you like, it will make the class size smaller.

Anonymous wrote: In the meantime, my ds earned his spot just like anyone else, though perhaps not, since I did not have to pay for a WISC to get him in. His teachers (and test scores) recognized his potential, in spite of his neurological issues.

I realize that parents of SN kids live with it every day. They get very accustomed to their own language, etc. There's probably a herd mentality that goes along with it. But you also have to understand that most of us do not, in fact, live with it every day, and to expect or demand that we use your language is off-putting. I appreciate how hard you have to advocate for your child, but you don't get to tell me how or what to think, or what words to use.

Anonymous wrote:I agree. We should use plain, easily understood language to describe people.

You're an asshole.

Anonymous wrote:Wow, this thread is unbelieveable. First the criticism of usage of terms that are constantly used right here on DCUM (albeit on the Special Needs board). You would think parents would appreciate learning new terminology that might help them better understand children who are different than theirs.

Now, look.

This isn't the Special Needs board, is it? If the posters to the Special Need board feel the need to wallow in clinical language to assuage their feelings, that's fine. But for the life of me I find the need to create a whole label to describe normal children and demand that everyone else accept and use that "terminology? to be just absurd.

I don't look at my child and think "I love my neuro-typical child", although I will look at yours and think, "that kid's behavior isn't normal, I wonder what's wrong with him."

Of course, you want to banish the thought process of "what's wrong with him" from my mind, but you can't. It's not intolerant, either. When you observe something that's out of the norm, you immediately ask yourself the question. Then you figure out the answer quickly: Oh, that child has aspergers's or has some other special need.

I realize that parents of SN kids live with it every day. They get very accustomed to their own language, etc. There's probably a herd mentality that goes along with it. But you also have to understand that most of us do not, in fact, live with it every day, and to expect or demand that we use your language is off-putting. I appreciate how hard you have to advocate for your child, but you don't get to tell me how or what to think, or what words to use.