Some on this thread are misinformed at best about LD's and intelligence. Would you tell the parent of a high-IQ deaf child that AAP is inappropriate because of that learning challenge?

15:41 I don't think having a LD makes you twice gifted. I think you meant twice exceptional - as in gifted and learning disabled.

I wonder what kind of accommodations ca be provided for LD students in the fairly crowded and accelerated fast-paced environment.

Why would you say troll just because you don't like what I offered? As you said in your own post some can perform at a gifted level and some can not. I am telling you one experience. Not everyone belongs in AAP.

Parents of twice gifted DCs, pay no attention to the 15:19 troll... from troll's MO, guaranteed it's a fake story.

Everyone else, let's ignore the spam and continue a reasonable discussion. Don't need any cash for gold, or funds spirited away from the Nigerian treasury!

PP, or should I say PT (for previous troll): There are LD's and then there are <B>LS's</b>. Some children are gifted and have LD's but can perform at a gifted level with there LD and other accommodations. Others can not. I know a person with an IQ of 165, but had aspergers. He needed accommodations, but would have failed in a General Ed class. FYI, he just graduated from Cambridge University.

Your children have learning disabilities and you are pushing them into AAP? Just because they are creative or have a few good ideas doesn't mean AAP is best for them. I'm sorry. My friend whose child has an IEP and is at the center is moving DS back to the base school this year. They just move too fast, the pressure to keep up made him very anxious and unhappy and he was teased. I'm sure there are others with better stories, but not all children are going to 'thrive'.

LOL. Now there are some delusional parents here whose kids has a learning disability, yet they push forward with an appeal to work the system in order to have a "G/T" label for their kid?

If your child has a learning disability, how about focusing on that first?

I wanted to add my 2 cents, because my heart goes out to these children (like my DC) who are so smart but have learning disabilities. You may be tempted to just stay the course without an IEP because your child is (just)keeping up with his/her peers. But that can be so frustrating for the 2e child! My DC was supremely adept at hiding his LD's (smart kids can cover up and compensate) but was truly struggling just to keep his head above water. Once we got the accomodations, the pressure was off and now DC can really focus on reaching his TRUE potential! The centers can actually be better than the base schools at accomodating kids with LD's. Good luck, and don't wait until it's too late (after your child's zest for learning and self-esteem are both crushed!!)

Hello. You might want to look at the article that was cited above. Lots of kids with VCI/PRI scores in the gifted range have average WMI/PSI scores (that is a typical gifted profile). So, standing alone, a gap between these two sets of scores does not necessarily suggest an LD. My DS, who does have some LD issues, has a very typical gifted profile (with a 26 point gap between VCI/PRI scores and PSI score). What is really telling regarding the LD issue is whether there is a huge gap between IQ (measured by the WISC) and acheivement (can be measured by Woodcock-Johnson). For example, my son has a gifted IQ (98%) but performs at age-level (50%). That gap is suggestive of his LDs. FYI, his psychologist strongly suggested that we go through the IEP process this summer, whether he gets into the center or not, because as the work gets harder, he will need accomodations to reach his full potential (a child with a 98% IQ should be acheiving well above grade level). Hope this helps. I highly recommend a full evaluation by a psychologist (someone with experience in twice exceptionality) to help your child succeed. Best of luck to everyone waiting for the letter!

Hi 22:19
I have a similar problem to you and I am not sure if it is dygraphia.
FSIQ 129
VCI 112
PRI 135
WMI 135
PSI 106
GBRS 8
Our chances are not great for appeal but we trying.
He does does have a problem with hand writing but has the great ideas, also has problem with spelling,punctuation etc. Not sure

Anonymous wrote:Has anyone had a child with similar struggles? If so, how did you handle it?

Have two children like this -- one is at an AAP Center and the other is a 1st grader (who has also started The Hobbit after the Percy Jackson series, the Harry Potter series, and the first two books of the Kane Chronicles ). Both kids had "meh" WMI and PSI but exceptionally high VCI (older child) and PRI (younger child) scores.

I suggest attending the FCPS Parent Information Session on Twice Exceptional students to be held on Monday, June 27. The speaker is Dr. Tracy Cross from William and Mary, and FCPS staff from both AAP and Special Ed will be there. A link to the flyer is below.

http://www.fcps.edu/DIS/aap/pdfs/presentations/The%20Lives%20Students%20Gifts%20and%20Talents.pdf

You may also want to post on the Special Needs forum here as there are parents of other twice exceptional kids around, not only in Fairfax County.

Thanks to everyone (except the troll) for all of your posts. We put in a parent referral when our son's CogAt and NNAT scores came back too low for the pool. His teacher was surprised by his scores (CogAt 124 and NNAT 118 ) and suggested the parent referral. We fully expected him to not be selected that round, but wanted to buy time (raise $) to get him tested and then appeal. We had him take the WISC (scores below) and submitted an appeal based on that new information.
FSIQ 129
GAI 144
VCI 134
PRI 139
WMI 113
PSI 91
I am concerned by the low PSI scores, not because it may keep him out of the level IV center - we'll be fine if that happens, but because it may indicate some type of learning disability (i.e. dysgraphia). He has always struggled with fine motor skills and does have an IEP for speech articulation. I took him to Child Find when he was 3 to check on both those areas but was told he was functioning at a level typical for his age. We worked on the fine motor skills with the help of an OT friend and enrolled him in private speech therapy. He was later found eligible for speech late in his kindergarten year, yet has continued to struggle with the physical process of writing. We plan to follow up with testing for LD. He does not show any signs of ADD/ADHD, etc. His GBRS score was a 13. He is well-liked by his teachers, friends, and sports teammates. His report cards show mostly 0's, but some scattered G's and even some S's for writing, spelling, etc. He reads like crazy (finished all the Harry Potter and Percy Jackson books and is now starting The Hobbit). Has anyone had a child with similar struggles? If so, how did you handle it? So far, we've always told him everyone has strengths and weaknesses, etc, but I'm wondering if we need to look into further intervention.
Thanks for any advice you may offer.

Anonymous wrote:When the acceptance letter will come it will be just one page which will say eligible or not eligible or with other forms too?

If it's like the first round letter, it will have a form you need to fill out and fax or mail back indicating whether you accept your placement or not.

When the acceptance letter will come it will be just one page which will say eligible or not eligible or with other forms too?