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Being OT on RCTN

Ericka Kammerer wrote: Having

Ericka - I totally agree! I often have thought that if programs were applied the way they are theoretically designed, they could be just considered special ed for the opposite end of the spectrum than the developmentally disabled, with IEPs and a recognition that the learning was "outside the norm" and different - not better or worse, but *different.* Perhaps if parents were required to sit through annual meetings to discuss modalities and outcomes, there'd be fewer of them jumping to get their kids into what they perceive to be just an accelerated programs.

Our local middle school has more than one full class of G&T kids. As in, at least 35-40 kids per grade. I suspect if they were truly all so far outside the norm, there would be far fewer of them. Most of them are just smart, from enriched environments, and a good work ethic - which is not a bad thing at all, but it's not enough for some people.

One of my pet peeves is that the G&T program was merely accelerated, and look only at IQ and not "EQ" - emotional quotient. When my son was in

5th grade, there was a G&T pullout that read some "young adult" literature that *was* intellectually challenging, true, but also far beyond the emotional level of 10 & 11 y.o. boys. Had some heady stuff about power and relationships and abusive behaviors. Another mom (who is a teacher) and I read the books and asked the teacher about how they were discussing *content* with regard to the messages in the book, and was told that wasn't the purpose of the program. They were discussing only "nuts and bolds" of parsing the plot and language. I complained to the head of the program, and fortunately they dropped those particular books -- but I don't know what they substituted the following year.

Sue

Reply to
Susan Hartman/Dirty Linen
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Actually, what really breaks my heart is the effect on the kids who get shoehorned into the programs without really being gifted. It *is* very stressful for them, and I've seen it lead to lots of issues. Or, when those in charge of the admissions process don't have a spine and cave frequently, then the program ends up not doing much good for the kids it was originally designed for. In our school system, we actually have four levels of service

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the top level (center based GT), it's very difficultfor parents to bully their way into the program, thoughI'm sure it happens on occasion with borderline cases.> Our local middle school has more than one full class of G&T kids. As in, > at least 35-40 kids per grade. I suspect if they were truly all so far > outside the norm, there would be far fewer of them. Most of them are > just smart, from enriched environments, and a good work ethic - which is > not a bad thing at all, but it's not enough for some people. We have 24 out of 136 elementary schools designated as gifted centers (GT centers will have both a community school and the GT center in them, so the whole school isn't GT kids) and 10 out of 22 middles schools designated as gifted centers. In our system, those kids you describe would likely be served at level 2 or 3.

It's always tricky to deal with these sorts of situations with gifted kids. Finding literature that is at their reading and thinking level without pushing too far is a challenge. My 5th grader is reading some things that some might be twitchy about, but I don't think it's absolutely inappropriate. They do, however, discuss the content as well as the basics.

Best wishes, Ericka

Reply to
Ericka Kammerer

Susan Hartman/Dirty Linen wrote in news:CAv1f.4 $ snipped-for-privacy@news.abs.net:

They are just the other end of the bell curve... As I tell my students, the bell curve doesn't stand upright. Being on one end or the other doesn't put you above or below anyone else, it just makes you more different than average. There is research that suggests that "gifted" students learn and think differently than "normal" students -- not better or worse, but differently. Putting them in the classroom with "normal" students and teaching to the norm may do them a disservice, because it might not be the way they learn best.

K
Reply to
K

Non-fiction. Mom had an arrangement with one of the librarians, who had kids my age, that I could check stuff out of the adult section of the library, but Mrs. P was permitted to "censor", i.e., she would take the potentially offensive book and call my mother to ask if Mom would object to my reading it.

I got plenty of exposure to grown-up grammar while reading "The Wonderful World of Cats" and other such non-fiction directed at a higher intellectual level.

Reply to
Karen C - California

But that doesn't help when you're trying to study fiction.

Best wishes, Ericka

Reply to
Ericka Kammerer

The problem with this is that teaching exceptionalities requires special and specific training. So this sounds to me like cost cutting efforts--have the regular ed teachers handle the exceptional students and lay off all the special ed teachers as too expensive to maintain. And yes, GATE is an exceptionality, just as deafness and blindness are.

Reply to
Darla

"How well would you do if you actually studied?"

kindred

Reply to
Darla

What a wonderful, innovative idea lol

Reply to
Lucretia Borgia

"Ericka Kammerer" wrote

This does seem to be a relatively new phenomenon, and has turned up at the college where I have taught. Some parents have asked to sit in on classes, take notes when their offspring is absent, and be present when their students select courses. Last year, the University of Saskatchewan tried to approach this in a lighthearted manner--at Orientation for new first years and their parents, they presented parents with potted geraniums, so they would have something to nurture and fuss over. Dawne

Reply to
Dawne Peterson

True. Many of the Victorian novels are written for ladies' (or children's) delicate sensibilities.

Reply to
Karen C - California

Oh, that's funny ;-)

Alas, I'm not sure it would do anything for the agressive sort of parent, but it sure is funny!

Best wishes, Ericka

Reply to
Ericka Kammerer

There have been a number of recent articles in the Wall Street Journal about the "super parents" - from pregnant women trying to get their as yet unborn child on the list for pre-schools to prep schools and those college parents that call their child every few hours or take an apartment near campus.

My reaction - I'll miss them when they leave, but I can hardly wait some days. LOL

Cheryl

Reply to
Cheryl Isaak

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