(no subject)

[felicula]

I called Aidan's teacher yesterday evening to ask how he'd done on the testing. He's reading at their scale 20, which is the equivalent to third grade level. His vocabulary is greater than that of the third graders in his school, but he needs to work on his reading comprehension. It isn't that he doesn't understand what he reads so much as he isn't used to being asked to think about what he reads. My task now is to pay attention to his evening reading and ask him some questions about it, to stimulate him to thing about what he's reading.

In the classroom, she has a basket of higher level books set aside for Aidan to keep him engaged. He has tasks like choosing students to play on the computer and showing them how the game works. Sometimes he reads to the other kids. His teacher is also going out of her way to ask other faculty for worksheets and activities at their levels so Aidan can try different exercises. I am to expect to see these worksheets coming home with him soon. I count my blessings that she is so flexible and willing to do whatever it takes to keep him challenged. Not every teacher would go that above and beyond the provisions of the administration.

The district is not legally obligated to give him squat unless the bureaucratic machine determines that he would be significantly handicapped by keeping him in the standard classroom. Their "major achievement program" is grades 4-7, and sounds a lot like the simple accelerated program I participated in as a kid. I know from personal experience that such a program is not always sufficient to keep a talented or gifted child challenged. It provides limited opportunities and a big CYA for the district.

I can see now why Aidan's teacher emphasized getting in touch with educators like those involved with U of R studies. I spoke with my philosophy professor as well, who advised working with the school or district psychologist and reiterated the problems associated with grade skipping.

In the meantime, I have printed out a lot of information about gifted and talented children, legal rights, organizations, etc. I want to become as familiar as I can with the options and responsibilities of keeping him challenged. It is intimidating to know that I may well be facing and obstinate administration of bureacratic mush to try to advocate for him.

There are no definite right answers re: what to do, only studies about what works and what doesn't. I can hardly wait to receive and pursue the contact information from Dr. French.

I wonder if there's an appropriate parental support group in the area. The Parent Resource Center certainly was no help...

Comments

[cheshire23.livejournal.com]

I'm not sure if it's still in business, but my mother used to get a magazine called "Gifted Children Monthly", which seemed to have a lot of helpful resources for her. Maybe look into that if it's still around?

[blackfelicula.livejournal.com]

Every bit of info helps. Thank you.