Quote:
Originally Posted by nana053
You know, I think you worry too much about these things. He's in kindergarten. You have time. If he does have an IEP, there may or may not be accommodations made depending on what is on the IEP for first grade. He sounds bright. A truly gifted child does not need to be *prepared* for these tests at all. They do well because they *are* gifted. A bright child may or may not make the gifted *cutoff* in a particular school district. My granddaughter is very bright, but she doesn't make that cutoff. She's creative and artistic, not academic.
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Most probably this is where my son will end up. From what I gathered so far, he is quite close to the "gifted" cut off, but I don't think he will make it because he does not necessarily excel in the spatial-visual area.
To be perfectly honest with you...there IS a reason why I ... so-to-speak "worry"; or at least, ask questions that indicate I may have some concerns in this department.
I would be a complete hypocrite to say that I don't care one way or the other whether my child will get into the gifted program or not. The reason why I do care is because I have reviewed samples of GT curricula and I understood that in this type of program children are encouraged to tune in to more sophisticated approaches to learning, including vocabulary, higher-order thinking skills, more insightful/contemplative questions, etc.
I also know my son would 100% enjoy, benefit from and be perfectly capable of handling such a curriculum - yet I doubt he will make the overall 96% cut-off.
I may or may not be right, but I, for one, feel uncomfortable with the way the system is set up. Some children are allowed the privilege to be exposed to a type of curriculum based on higher-order thinking, more creativity, more stimulating discussions etc. simply because they made it through a very high cut-off. Those who didn't quite make it don't even get the chance to be exposed to such curriculum in the first place. They stay largely with "rote".
While I have nothing against rote and I believe that acquiring a good foundation involves quite a bit of rote learning - I also strongly believe that ALL children should be exposed to the COMPLETE range of difficulty levels when it comes to schooling. From basic rote to very sophisticated, gifted-worthy approaches - everyone should have a right to AT LEAST BE EXPOSED to all levels of learning.
Everyone will ABSOLUTELY NOT be successful at the highest levels of learning; but many will still benefit immensely from being exposed to it even if they are not in the 96%+ percentile, IQ wise. How about a kid in the 85th percentile? Or simply average? The material I have seen for GT programs is NOTHING a student with regular intelligence could not benefit from. They may not shine at that level, but they will still walk away with something that is otherwise simply NOT OFFERED to them at all.
Why can't this 1 day-a-week GT material be included in a regular class? For example, I saw one GT activity for elementary school (can't remember the grade exactly) that centered on analyzing Dr. Seuss' Bartholomew and the Oobleck. I know for sure my son would not only enjoy tremendously this type of material but he would also be quite good at discussing the more philosophical and ethical aspects of the book.
Yet, he stands a very serious chance of not making the cut-off and not ever receiving such higher-level education in class.
Of course, I can always do it with him at home - but it still bothers me that the school would refuse him (and other perfectly intelligent kids) the opportunity to do it in class.
When I first heard about this "gifted" obsession in the US I attributed it all to parents' narcissism; looks like it's true when they say "'live and learn". Today I know narcissism is not even by far the only factor that explains the obsession (though it can be part of it for some parents).
If I knew my kid will be exposed to more sophisticated levels of education in X program, I certainly would want him in the program. I would be glad to call that program the most humble of names - completely stripped of any status-related connotations, as "bragging rights" IS NOT why I want him in there. Instead of calling it "gifted" program, call it "Friday School" - but DO give all kids a chance to hear what you have to say at that level.
Now I am not surprised many parents fight tooth and nail to get their kids into these GT programs. After all, such programs do offer a higher quality, non-dumbed down curriculum and experiences which ALL children in other countries are exposed to, whether they are genetically endowed or not with phenomenal intelligence.
I was quite shocked when I realized an entire "testing materials" industry has developed in the US because of this early educational segregation. Naturally some caught on quickly that there is money to be made off of parents' understandable anxiety, particularly those parents who hope to be able to move their kid from "very intelligent" percentiles to "OMG-it's-coming-this-way" percentiles... with a bit (or more) prepping.