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<blockquote data-quote="Marguerite" data-source="post: 241847" data-attributes="member: 1991"><p>We are lucky - difficult child 3's current school (correspondence) still has an IEP (or similar) in place for him. They recognise that he is very bright but needs support to access learning. He has had occasional trouble with a teacher who doesn't 'get it' and who asks more from him in abstract terms, than he can give. But in general the teachers are modifying how they present the work, to make it easier for difficult child 3 to show them what he is capable of.</p><p></p><p>If you have a gifted-learning disabled child who is highly visual, the work can be presented all on paper, or in writing. If the child is highly capable on the computer then lessons can be computer-based. If a child hears better and has trouble reading, notes can be on audio tapes and work can even be turned in on audio.</p><p></p><p>As for how to qualify - we don't have testing, but we do have a aystem where either teachers or parents can'flag' a kid as needing the quesitons asked, then teachers plus parents meet, throwing in any medical/psychology reports and (for us) there are forms to examine, a questionnaire which determines whether the child needs extra support. They look at what the child's potential should be, then at what impact their disability is having on their ability to reach their potential. So a child who is already getting above-average marks is not necessarily excluded from support.</p><p></p><p>However, this is as it should be. But some schools get it wrong and will not help a child who is already passing.</p><p></p><p>Marg</p></blockquote><p></p>
[QUOTE="Marguerite, post: 241847, member: 1991"] We are lucky - difficult child 3's current school (correspondence) still has an IEP (or similar) in place for him. They recognise that he is very bright but needs support to access learning. He has had occasional trouble with a teacher who doesn't 'get it' and who asks more from him in abstract terms, than he can give. But in general the teachers are modifying how they present the work, to make it easier for difficult child 3 to show them what he is capable of. If you have a gifted-learning disabled child who is highly visual, the work can be presented all on paper, or in writing. If the child is highly capable on the computer then lessons can be computer-based. If a child hears better and has trouble reading, notes can be on audio tapes and work can even be turned in on audio. As for how to qualify - we don't have testing, but we do have a aystem where either teachers or parents can'flag' a kid as needing the quesitons asked, then teachers plus parents meet, throwing in any medical/psychology reports and (for us) there are forms to examine, a questionnaire which determines whether the child needs extra support. They look at what the child's potential should be, then at what impact their disability is having on their ability to reach their potential. So a child who is already getting above-average marks is not necessarily excluded from support. However, this is as it should be. But some schools get it wrong and will not help a child who is already passing. Marg [/QUOTE]
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