Children are weird

Mine is currently rolling around a problem in his head – he is hilarious, but his friends don’t yet get it. They ask him to stop being hilarious, but he is convinced that if he keeps being hilarious, eventually they will get the joke, and everyone will have a good laugh. In the meantime, they are throwing rocks at him. Actual rocks. And he keeps cracking jokes.

I put it to him that “most children are assholes”, and that expecting them to change will be an exercise in frustration, so he had better choose between sharing his gifts, and protecting his soft fleshy bits.

He is taking this under advisement, but thinks that hiding his light under a bushel won’t allow him to be true to himself. Ergo, children are weird.

Meanwhile, round three of “meetings with the school” starts tomorrow. Wish us luck!

Twice exceptional

Squishy Electronics

We finally took the plunge and spent the money to have a full educational psych assessment for His Squishyness. $825 for two sessions over two days of 2 hours each. Except that he took so long, each session took three hours, and we were asked to come back for another hour the next day. On the third day, he answered more questions, and his fluid reasoning score increased – but he still left some of the questions unanswered.

He’s bright. Really bright. Like genius level clever.

But so fricking slow that it’s hard for a teacher to notice the clever. Like someone gave him a huge library of information to pack into his brain, but the librarian is senile. And maybe on psychoactive drugs.

He’s above the 99th percentile in general intelligence, but at the 27th percentile for cognitive efficiency. That is well into learning difficulty territory.

This “asynchrony” is referred to as being “Twice Exceptional”. Which means that we have a kid with a brain the size of a planet, who also has a significant learning difficulty. He’ll need extra time than most kids on lots of things, and less time on others. It’s going to mean he’ll need some really wonderful, creative, and patient teachers, and parents. There is also a very strong (99%) chance that he also has either Inattentive ADD, or something similar, but that is yet to be diagnosed fully.

It means we’ve been on the right track with how we have parented him, and how we have pursued the right educational opportunities, and not just let things slide. And now we have a lot of work to do, but at least we’ll have support, and guidance.

Gainful Emloyment

The New Zealand government has a philosophy that all kids should be catered to in the school environment.  

“The New Zealand School Trustees Association describes school policy as a framework that integrates culture and practice, values and actions. Inclusive schools ensure that the principles of inclusion are embedded in their policies, plans, and actions. They develop specific policies for the inclusion of students with special education needs…”

Which is great, right?

So Squish’s school has approached me to ask if I might consider helping out as a teachers aide for a few weeks while they get a more permanent person in to work with a new kid.  I’ve started back at uni, so I don’t know if I’ll be able to juggle work and uni and family in the longer term.  

The new kid has a global developmental delay, and he needs an aide with him the whole time while he is at school.  I did my first shift today.  

And it was fine.  He’s a lovely kid, responsive and keen to try new things, and he has loads of energy and enthusiasm.  It was hard work, but I can see that working with him has the potential to be quite rewarding in the long term.

But yesterday, a teacher in the same school told me that there simply wasn’t enough resources to be able to give my kid the differentiation and attention that he needs in order to be integrated into exactly the same school.  That he would need to be home schooled if I wanted his learning to be tailored to his needs.

So much as I hate the whole “my kid is a precious snowflake” syndrome, it is rather a double standard to claim that the school can be all things to all kids – except the ones at the wrong end of the bell curve.

At the Mind Plus information session we went to last week, I asked about emerging research and best practice in the field of teaching gifted kids.  Internationally, more countries are starting to have classes just for gifted kids, and that these classes give kids the best opportunity to develop their strengths and work on their weaknesses.  

NZ policy is to cater to everyone, and giving extra support where it is required within the school setting – just not to kids like Squish, who struggle at the other end of the spectrum.