My kid will start at an hgc next year. He's really smart but it is the school system that uses the odd term, gifted. I don't like the term but I'm glad my kid will do more challenging and interesting work than the simplistic work at his school this year. Not a big deal. Don't listen if there is a convo about it and don't write on threads like this if it bothers you. There, problem solved for you. That was so easy, maybe I'm gifted to.

What next, will the folks complaining about G&T kids start complaining about kids in Singapore or Honduras? If your kid isn't G&T, then it doesn't affect you and you have no dog in the hunt.

Anonymous wrote:I am sick of hearing about snowflakes are bored in school!

Would you just quit trying to stir up this fight?

What is your damage?

Anonymous wrote:

Anonymous wrote:Anyone else sick of "gifted" threads? Truly gifted kids have legit specialists working with them. If you don't, nothing to see here.

Are you kidding?? Most schools all across the country essentially ignore the needs of gifted students.

Nobody here on DCUM is talking about GT in Boise. We're in the DMV area, where MD and VA schools have gifted programs. If you're in DC, yes you are SOL, but so many posters seem to think thir time is well spent complaining on DCUM, when in fact if your kid really needs GT you should just make the sacrifice and move to MD or VA.

Anonymous wrote:Anyone else sick of "gifted" threads? Truly gifted kids have legit specialists working with them. If you don't, nothing to see here.

Are you kidding?? Most schools all across the country essentially ignore the needs of gifted students.

I have a very close friend whose child is in a gifted program at her school. I had no idea that she is as bright as this! I was surprised because she is quite socially awkward and I have, on multiple occasions, seen her throw temper tantrums that are ridiculous. She is a rising 4th grader. I am happy that she is in a special program because it appears that for next year she will be in a class with children just like her. The parents seem to think that this is the best place for her and have not yet looked into finding a therapist that can work with their DD and them.

Anonymous wrote:

Anonymous wrote:Honestly, I find that if someone has an older kid in AAP, you find that out within 2 minutes of meeting them. Somehow they slip in that their kid goes to Mosby Woods or Louise Archer or Haycock (which you know if out of boundary for their home), etc, etc or that their child is in the AAP program.

I never mention it unless someone asks...but what usually happens is that people ask where my kids go to school, and when I tell them that the 2nd grader is here and the 4th grader is there, they ask why and I tell them...and then we move on.

Yeah, it's pretty hard to avoid answering "Where does your kid go to school" without being appalling rude.

It is a boring topic, but people do ask.

Anyone else sick of "gifted" threads? Truly gifted kids have legit specialists working with them. If you don't, nothing to see here.

"please do NOT assume" , of course

As the parent of a twice exceptional child, who is talented but also learning disabled, let me tell you life is complicated and I welcome the chance to talk to other parents in the same bind.

Half of the time, my son is in a situation where his disabilities stand out for all to see and comment on; the rest of the time, he surprises those around him with exceptional knowledge or insights into difficult subjects. It is very difficult to evaluate him and to know in which educational setting to place him.

OP, please to do assume ALL parents of gifted children are bragging. I suspect most of them are not, and are just struggling with options in their child's best interests.

We have an acquaintance whose daughter figured out square roots on her own when she was about 4. She also was reading and understanding huge books when she was 3 or 4. That child also has many emotional problems and I think is in a special ed class now. (We lost touch with them.) There is a huge downside for kids who are that far outside the norm.

Anonymous wrote:The reason I want my children with other children in his peer group whether labelled "bright" or "gifted" or something else, and given challenging work that requires attention, focus, and thought, is that if he isn't, he will think that it's always going to be easy, he's always going to be first, and that' basically, he doesn't have to work at it. All of these attitudes are extremely detrimental to him later on when things do become more difficult, and my telling him that its not always going to be this way holds no water for a 10 year old - they base their conclusions on their experiences in their own short life.

Exactly. What you are describing is what happened to me. I would have an entirely different career if I had learned to deal with actually working for an A, rather than coasting for an A. By the time I encountered subjects that were challenging for me, I didn't know how to handle it, so I avoided them rather than digging deeper (or accepting the occasional B or C).

The reason I want my children with other children in his peer group whether labelled "bright" or "gifted" or something else, and given challenging work that requires attention, focus, and thought, is that if he isn't, he will think that it's always going to be easy, he's always going to be first, and that' basically, he doesn't have to work at it. All of these attitudes are extremely detrimental to him later on when things do become more difficult, and my telling him that its not always going to be this way holds no water for a 10 year old - they base their conclusions on their experiences in their own short life.

If kids have already mastered skills being covered in their grade level, have them work ahead! However most parents of fast learning kids want to keep them where they are-fearing social injury. The evidence that acceleration harms kids applies to very few cases. Acceleration requires few added resources so is a much more effective measure with much greater payback than having pull-out programs or other special "gifted" programming.