My daughter is labeled as both learning disabled and gifted because of a 20 point difference between her verbal and performance IQ on the results of her IQ testing (WISC-III). She currently is in third grade and attends a public AG Basics magnet school. When we had her privately tested last year, in math she had below average achievement scores in calculation and math fluency, while her score on applied problems was above 90% (WJ-III).
In fourth grade, students must be formally identified in order to receive AG Basics services. She has already been identified to be placed in an AG Language Arts class, and now I am trying to decide what to do about her math placement. This year she has a 504 plan, which has been a good tool to have in order to make sure she is successful academically. On the ITBS testing she scored 85/88 on math advanced/math total, meaning that she has made great strides in her achievement this year. I am trying to decide whether I should push for an AG placement in math for next year, or allow her to be placed at a lower level even though she is doing quite well this year. Currently she is in one of the two advanced classes for math, working on fourth grade objectives. I think that even though she is just below the 90% achievement score in order to get the AG placement, I could push for the placement because the learning disability may not allow her to show her full potential on group testing.
Any advice? I’m having a hard time justifying the switch in her math level when she has been so successful this year, but I fear that I may have a tough battle because one member of the AG team has a problem with following the interventions listed on the 504 plan, making me think that she will resist having my daughter placed in a “gifted” math class. Btw, this teacher phoned me before the COGat/ITBS testing and said that my daughter’s scores would not be considered for AG placement if her 504 plan was followed, which allowed for added testing time. Consequently, I had to check at the district level to make sure information was incorrect.
I don’t want to put too much academic pressure on my daughter, but at the same time, I don’t want her to believe that she has limitations because of the ld label.
Lisa M.
Re: ld/gifted child, tough choices!
Sue gave good advice.
I’d just like to add my experince.
Although I didn’t know it, our local elementary school started gifted math in 3rd grade. I wasn’t made aware of this becasue the school had never had an LD student in *any* of the gifted classes and couldn’t see that it would be a good fit for my son.
Between 3rd and 4th grade, a new special ed teacher started. Not knowing the unwritten rules, she placed my son in the gifted math class. The school attempted to pull him out but the cat was out of the bag and I insisted we look at the idea. As Sue said, this advacne class was a much better, easier fit for him. Luckily, after a few weeks the math teacher saw that my son had what she called “math sense” (even though he was horrible at straight calculation). He loved the class and made friends there.
He is now in middle school. I *just* now found out he was placed in the middle math track. At his next IEP meeting I will ask about moving him. No doubt I’ll get the “but we never do that speech.” :roll:
Good luck to you whatever you decide.
Barb
Re: ld/gifted child, tough choices!
Thank you for the responses. This year I had my daughter moved from the “accomodation-resistant” teacher’s class to the other AG teacher’s class after I found out that 9 weeks into the school year teacher #1 had not bothered to look at the 504 plan. Neither of these teachers will be teaching fourth grade math, but these are the ones who decide who and what AG services are received. There are guidelines, but these are very easily manipulated.
Barb, as for your son’s situation, I used to teach Algebra to eighth graders, and I had some students who had consultative IEPs or 504 plans. I cannot think of any case where a special education student had been misplaced. My observation was that these students, those with computation and memorization difficulties, were better able to handle the abstract concepts presented in Algebra. I realize now, though, that different states and even localities intepret guidelines in very different ways!
Good luck!
Lisa
Re: ld/gifted child, tough choices!
Go for the gifted classes! I have two gt/ld kids and nothing kills their spirit and motivation faster than “easy” work. These kids almost need the challenge of harder concepts to make it possible for them to learn. Otherwise, all of school becomes about working on the things they are bad at and never learning anything interesting. That is a recipe for dropping out. Do what you can to accomodate, but don’t take away her challenges.
Re: ld/gifted child, tough choices!
NEver say always…
There are “advanced” teachers who believe firmly that one of their missions is To Challenge The STudents, and to set Very High Standards and Expectations.
Which is fine unless there’s one you can’t meet… shall we write essays about our math? SHall we do some fine-motor-skill intensive project with string? Shall we do incredible quantities of somethign?
Some “advanced” teachers have a gut-level need to be DEMANDING — which can be a godsend… or can be very destructive.
Re: ld/gifted child, tough choices!
So true, Sue. That is why it is so important to make sure that the accomodations go along with the challenge. In my school district they SAY that gt/ld kids are eligible for gifted programming but then tell the parents that the classes are too hard because the kids have to write so much or read so much or do so much homework. The answer isn’t to put these kids into easier classes where they will have to produce less work but instead to modify requirements so that gt/ld children can learn at the appropriate level and not be held back because they can’t easily produce three page essays every night. My gt/ld child used to fight going to school tooth and nail. “Its boring” was his rallying cry. It was a struggle to get schoolwork done, let alone homework. Now he attends a private gifted school that lets him use his laptop and gives him extra time when he needs it. He loves it there! He comes home excited, talking about what this or that teacher said and motivated to work hard on his homework. Yes, it takes him 2-3 hours some nights, but he doesn’t complain. I spent 2.5 hours quizzing him for a test recently. I offered to quit sooner but he told me “no, mom, this is worth it. I want to keep working.” That is the difference a challenging environment can make for an intelligent child who craves knowledge but struggles with LD.
Re: ld/gifted child, tough choices!
Arright :-) :-)
You’re so right about the “of course they’re eligible” [because legally they have to be] “but we don’t really ***want*** them in there [please don’t complicate our lives].” Having solid support at home is what makes it possible.
Re: ld/gifted child, tough choices!
An update-
I met with my daughter’s current math-AG resource teacher today, and fortunately she has assessed the academic needs in the same way that I have. My daughter will be placed in an AG math class next year and we hope that the spec. ed team will recommend to continue with the modifications set in her 504 plan. Although she currently tests into the highest AG level, we hope to have her placed in the the second highest class because competition, both real and perceived, is very difficult for my daughter to handle.
Thanks for the advice and discussion!
Lisa M.
Who’s the teacher?
How is the curriculum different?
FOr students who struggle with the accuracy details of calculations, a more “advanced” course could, in fact, be simpler for them. On the other hand, if it’s an “advanced “course primarily because it goes faster, and/or assumes lightning fast calculations, then it would be a lousy idea.
Any chance you could look at the textbooks for each course (after making sure the teachers really follow ‘em)? Then you could have a better idea which one would be a good fit, & which would make you want to pitch a fit.
If it’s the accommodation-resistant teacher that teaches math, I think I’d not go there — it would be noble & wonderful to try & educate the person, but if it’s in the weaker area then it might backfire.