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Those are both in game as Eths but we do plan on making the normal ones tameable.  They will not be that strong though because we did not want to ruin the steeds... however I am open to ideas.

My son has SPD, and I hate the winter time for clothing reasons.  He spends all day fussing about long sleeves/pant/socks........   It never ends.  He ends up chewing his sleeves and collars because he hates how they feel on him.  I only can have him wear certain jackets or he cant even function without having a sensory meltdown.  We live in a mild climate, so I dont even have to use a winter jacket much.  The winter jacket is the "evil jacket" according to my son.  Luckily, we only have to bring it out a few days out of the year.  I really dont  have any suggestions, but I do think the Sensory issues makes it really hard for him.  I really miss summer for the short sleeve/short outfits.  It makes life so much easier. 

Can you take the gear with you outside and not put it on until he wants to get on the sled?    Maybe putting it on outside at the sight and not in the house might work, or at least distract him.   Maybe let him go outside and be cold first.  At least he will understand why he needs to wear the warm clothes.  Good luck

Its great that primary schools are taking this seriously. But what about those of you who are governors in secondary schools. I have heard on the grapevine that some G & T co-ordinators have dissappeared with TLRs coming in.

The board members of the Florida Gifted Network thank Dr. Ruf for her time and expertise in answering questions this past week.

Be sure to visit Dr. Ruf's website: www.educationaloptions.com and consider bringing her to your district as a speaker or consultant. Additionally, she is available for private consultation work with parents via the phone, email, and Skype.

[Dr. Ruf’s answer:]

Hello Dr. Ruf,

any ideas/suggestions/pointers as  how to cater to two kids with almost opposite learning styles ?

I homeschool both my sons. My first one is 9 year old and has always been a good learner - wanted to know about everything so finished a visual dictionary before 2 and he wouldn't take your word for it unless he reads from an authentic resource preferably in print.  On the other hand I have an eternal problem solver & number lover who never fully accepts the idea of learning from a book as opposite to doing it yourself  (as an early crawler, he used to crawl back to the obstacle to approach it again as a test it to figure out how much force he can use before it is not 'safe'  :-)  ). Unfortunately my younger one is here little 'late' (3 plus years late) - their expression, and things have become little too much to the first one's style around the house. I started sending my first one to school once a week so I can give more one on one time to the younger one, but would like to know a better / proper approach.

They both love and spend time with each other with PE and 'extra curricular?' activities, but I feel I am unable to balance their academic needs.

Appreciate any help.

Thanks and regards,

Really Perplexed Mom.


Dr. Ruf’s answer:

Dear Really Perplexed Mom:

Well, you are seeing first hand that One-Size-Does-Not-Fit-All. No lesson works quite as well as experience. I recommend the book by Lisa Rivero Creative Home Schooling for Smart Families http://www.amazon.com/exec/obidos/ASIN/0910707480/educationaloptio to help you sort through some of the “How-To’s” that you face.

When potential clients come to me with issues like this, we tell them about my Three Step Process. Here’s the link to it if you are living far away from my office: http://www.educationaloptions.com/services/services_ld_consultation.php
This is explained a little more at this link: http://www.educationaloptions.com/services/services_three_step_process.php although you would probably only look at working long distance. My two part time assistants are available (part time, of course) to answer further questions by email through Kathy@educationaloptions.com.

That said, before I can give you truly helpful advice, I’d need to know your child’s profile of abilities and interests, early milestone, and Murphy-Meisgeier Type Indicator for Children®. I’d want to know your Myers-Briggs Type Indicator®, too, because how you see the world affects how you deal with your children.

I applaud you for sending older child to school one day a week so you can give more time to younger child. I do wonder how disruptive that may be to the teacher and class who only see him one day a week, though. I assume you’ve worked out those details.

Different children approach the world differently, and when you have one child who just seems so easy to teach and guide, it can make the other look like a problem. Gender differences often play a role, but clearly not here because you only have boys.

Feel free to go read through some of the articles on my website to gain more ideas about what you can do to treat each boy differently enough to be meeting his own unique needs. That is, after all, one of the benefits of home schooling.

[Dr. Ruf’s answer:]

What does research tell us about success rates of highly and profoundly gifted children in our mainstream high school settings? What types of resources seem to have the best results with them? What seems to present the largest obstacles in academic settings during these years???
 
Thank you,
Lisa


Dr. Ruf’s answer:

Actually, most high schools are the first place that modern day students encounter some ability grouping. Less of their time is spent “mainstreamed.” Also, a large proportion of the lower ability students leave school when they are legally allowed to do so, and that raises the average IQ in the school and increases the level to which the teachers teach. Remember, mainstreaming means everyone of all abilities and disabilities are in the same classroom for all of their subjects. Although some people advocate allowing anyone who wants to take AP and IB classes the chance to do so, most schools still require teacher nomination, previous standardized test scores, and so on. Furthermore, high schools usually funnel students from a number of middle schools in the region into one big school. This increases the chances that those who take the AP and advanced courses are the smartest, most capable kids from all over the area.

In other words, I don’t worry so much about high school unless and until they start saying that even kids of average and below average ability MUST take AP courses. When that happens, we are back to our same problems of elementary school except that so many students have dropped out. Sad to say, those kids left because their needs weren’t getting met, either, and we rarely have good job or vocational training in the public schools anymore, so when those kids drop out, they are really in bad shape for their futures.

Now, you asked specifically about exceptionally and profoundly gifted kids. I don’t think Level Five kids should be in school much at all until high school. Level Four have more that fits them if they are allowed to move up by subject. I highly favor subject acceleration more than grade acceleration for Levels Three, Four and Five. What does the research show? Well, it depends on what the student ahs experienced prior to high school. If all has gone the way I would want it to go, high school can be great for any Level. If the child ahs already suffered through years of following other people rules—wrong-headed though they may be—then by the time that child is of high school age, he or she just wants to get out of there.

My doctoral dissertation is 41 case studies of high gifted adults and their journey to possible fulfillment: http://www.educationaloptions.com/resources/resources_gifted_adult_study.php. One of the topics that came up multiple times was how rigid schools tend to be about their standards and graduation requirements. I guess you can see where I’m coming from when I tell you that I tell parents, “You should know that you don’t need a high school diploma to get into college. That includes the best, most elite colleges and universities in the country. It’s all about the portfolio, how you test on standardized tests, and your ability to write well and persuade others that you know how to learn.” Following the rigid rules of a particular school proves only that you are compliant. Many entrepreneurs probably didn’t get the best grades.

EG and PG kids test well. If we allow them the freedom to find their souls and to take what they need to take in school, on line, or through tutors, mentors, independent study, then they will thrive. They need friends and soul mates to round out their mental health. People who “get them.” Did you know that the average IQ range between people who marry each other is only 12 points on a 100+ IQ scale? Also, in the high end of the normal curve, the points are more squished together; each point means more difference in ability. Soul mates have very similar IQs. Schools need to allow students to find their soul mates. That’s another reason why ability grouping and tracking work so well. Finding the “right” college, too, is about finding where you fit. If Level Two, Three, Four or Five students have been allowed and facilitated to find their passions and soul mates, they are far more likely to fulfill their potential. They are far more likely to end up contributing in positive ways to the world.

Can high school help? Yes, if the high school allows a certain amount of freedom to explore, try things, change your mind, and do lots of talking and arguing and working with the teachers who enjoy them and want to mentor and guide them. The gifted services in the high school should be at least one very smart, experienced adult to arrange whatever needs to be arranged for the most gifted students there. This should be some one with confidence, a sense of humor, and the ability to know when he or she is right so students and teachers alike respect him or her. Sometimes these children get there before they are normal high school age. Sometimes they are ready to leave before they are 18. There should be enough of these adults in the building to make it clear that each student who needs help can quickly find it.

Otherwise, just take your child out and look for other options. Being miserable in school does not prepare you for adult life. It makes you bitter.

[Dr. Ruf’s answer:]

Dear Dr. Ruf:

I do not normally participate in any traditional meetings or activities for Gifted
Children because my 10-year son does not like school and does not fit the "normal"
profile of a gifted child who likes school and enjoys the challenge of school and
learning. I am speaking from my viewpoint as someone who did participate in the Gifted
Program offered in Florida Public Schools and love it.

My son's teachers this year have not been able to "inspire" him to do better than "C"
work. He does have an IEP and receives ESE services, but he rushes through assignments
and tests and does not seem to even attempt to turn in his best work. There may be
something underlying this situation, but I have no idea how to address and overcome.

Any resources or advice on how to change his attitude would be greatly appreciated.

Thank you for any input you can provide on how to make him more successful in the next 7
years of school and hopefully create in him a desire to attend college.

Kind regards,

Joan


Dr. Ruf’s answer:

Dear Joan:

I am so sorry to hear that things are not going well for your son and that he is underachieving. The vast majority of gifted children underachieve because they are usually taught at or just slightly above grade level. In fact, research shows that gifted children learn more over the summer than during the school year. Some believe it is because most gifted children come from enriched environments, but the sad truth is that gifted kids have more time to learn at their own pace when the busy-ness of school gets out of their way.

So, aside from the reality that your son is probably learning to underachieve in school, what you refer to as underachievement is actually noncompliance. He probably has a P-Perceiver Murphy-Meisgeier Type Indicator for Children® or Myers-Briggs Type Indicator® profile, and he is a boy. Boys are far more likely than girls to refuse to do “stupid work.” I like a boy with spunk! I like a girl with spunk! When a gifted child is discerning enough to know the work is stupid, well, why not explore how to make school more meaningful?

It is not up to the teacher to motivate the child to do work he doesn’t need to do. It is up to the teacher to give the child instructional and informational opportunities that are appropriate for his level and profile of abilities. It is up to the school to group kids so that they will spend the majority of their school day with kids who get their jokes and enjoy their company. Finishing your work and getting “good grades” just shows you’re a rule follower, and—sadly—perhaps an unthinking rule follower. There have been whole societies like that and such behaviors got them into trouble.
In all fairness, some personality types on the Myers-Briggs Type Indicator® are natural rule followers, “good citizens.” You need to explore this idea of who your son really is and what he really needs. You are sad because you think he is failing and you worry that he won’t want to go to college because you see college—as all too many people do—as the be-all and end-all of success. No, thinking for yourself, having confidence in yourself and your abilities, knowing lots about the topics that “light your fire” and intrinsically motivate you, those are the keys to success, happiness, a sense that you matter. And have something to contribute.

I would like your son. Please explore this personality thing and read through my articles on my website about personality and gender issues as they pertain to school behaviors. Then, get and read the book Children the Challenge by Rudolf Dreikurs. It will help you see how to set expectations for your son without micromanaging him or worrying about him so much. Another helpful book is Motherstyles: Using Personality Type to Discover Your Parenting Strengths, by Janet Penley.

As you may have guessed, I offer no advice on how to get your son to comply with a system that clearly does not fit him. Look into what needs to be changed about the school’s and your expectations for him. Food for thought.

[Dr. Ruf’s answer:]

Hi,
 
Thank you for your response about my granddaughter with the tested IQ of 154.  She is 8 right now and in the 5th grade gifted program.  We will be ordering your book and also looking into the other resources you have noted.  I did read your levels of gifted and it seems she would fall into the 4 category.
 
Your suggestions brought up a couple of other questions.  She initially took the test when she was 5 years old in kindergarten and didn't even know it was a test.  She thought it was just some one on one fun.  Now that she's older and aware what this is about, have you found that the scores change due to knowledge of why she is being tested?  It shows from Davidson that the test must be no older than 2 years and hers is now 3 years.
 
I am also concerned about adding any further work, testing (say Duke testing) or even any additional internet work.  She has so little time now to just be young and have play time.
 
Interested in your views on these questions.

Jeanette


Dr. Ruf’s answer:
 
I’m just going to paste in a number of my prepared paragraphs to answer your question, Jeanette. They are relevant to different ages and scales for testing.
 
The unavoidable anomalies of standardized tests sometimes contribute to either over or understating one’s relative position among age mates and the greater population.  Very young test takers who understand the point of the test and/or who cooperate have an advantage over other members of their same-aged norm group; thus, their scores are inflated comparatively speaking, based more on cooperation than actual knowledge or ability.  Older test-takers are at somewhat of a disadvantage on such tests because there is always someone in the normative sample who can ace a subtest.  This means that even the most brilliant people lose points on the scaled scoring if they miss even one item.  This deflates their actual relative position overall.
 
It is important to point out that there are several ages at which the verbal knowledge—vocabulary—score is harder to get a high scaled score on.  Those of us who have given hundreds of SB5s have noticed that many children have a plateau of vocabulary knowledge, i.e., they don’t know many more difficult words at age 12 or 14 than they did at age six or eight.  If they take the test at seven or eight, they compare favorably to more typical children.  If they take it at 12, 13 or 14, they’ve lost the advantage relatively speaking. 
 
So, it is highly, highly likely that your granddaughter will score somewhat lower. This does not mean she has lost ability. She is still very likely to qualify for the Davidson Institute because the deflation of her score should be within about 10 points. I can’t promise you that, of course, but a child who scores so high at 4 or 5 and looks like a Level Four when you read my Ruf Estimates is undoubtedly just as intelligent as you already know.
 

[Dr. Ruf’s answer:]

Dear Dr. Ruf,

We have concerns about the current rules for identifying twice exceptional children
particularly children who are gifted and have a learning disability. Research has shown
that twice exceptional children are more difficult to identify as their ability to learn
may mask their learning disability and their learning disability may mask their
giftedness. Our concern has to do with children who present a need in both areas.
Shouldn't their needs drive identification?

It is our understanding that under current identification rules a child can not be
identified as learning disabled if he or she is not performing below grade level. This is
not a good fit for the twice exceptional child who may be able to pull off grade level
work, yet also may not be reaching his/ her potential because of a disability.  A child
in this category may not get the remediation and instructional strategies from a trained
special educator that could meet their need. Also, a child such as this may not have the
benefit of an endorsed gifted teacher who will be able to accommodate the needs both
affective and academic associated with his/her giftedness. I have also heard that with
the new RTI model [Response to Intervention] that identifying disabilities will get harder.
What are your thoughts on these issues?

Thank you.
Sincerely,

Meredith


Dr. Ruf’s answer:

The problem of identification of twice exceptional students is a serious issue all over the country, but I know that reality doesn’t make you feel better. You are entirely correct that the students’ high intellectual abilities make it possible that these students still perform well enough on achievement tests and other measures or progress that their disability is “masked” and/or their giftedness is masked because they are very much beyond typical for their grade level. The matter is complicated when you consider that achievement tests aren’t the only measures used. Some 2e students are so bored or angry about their school situation that they won’t do or turn in their work and get low grades for this rather than actual learning progress or test scores. It is all a very complicated matter.

Next, we have to consider what the disability is. I recommend the book, Misdiagnosis and Dual Diagnosis of Gifted Children and Adults by Webb et. al. http://bit.ly/33yScc as a good tool and starting point for these issues. There are several Learning Disabilities that, in my professional opinion, are caused or identified purely due to the school circumstances rather than any true disability in the child. As the most obvious example, ADD and ADHD. Many educators and parents are unaware that almost all of the symptoms can be related to being bored or frustrated in school or related to being a young, restless boy (in particular). Another example of common misdiagnosis is Executive Function Disorder. Although this truly does exist, many of the symptoms are likely to be manifested in children of certain personality types when they have undergone years of unchallenging schooling. These children get no opportunity to develop their executive functioning skills. Even Asperger’s can be a misdiagnosis when the child is a high Level Four or Five child enduring regular schooling with others who absolutely don’t “get” him (or her). Uneven profiles of abilities, too, can make some kids appear odd when they are simply different from others.

Regardless, these children do need something different than the regular classroom and this is the point. Again, if you look at my previous recommendations, you’ll see that a leading problem with so many schools is their inflexibility. We are forced to treat the children’s differentness within the same rigid grade-level-everyone-gets-the-same structure.

Absolutely the rules should be changed regarding LD qualification to allow for the gifted child who is performing at or above grade level. It should be in the law somewhere that when a child is suspected by parents and educators of being possibly 2e (gifted and LD), that child qualifies to be individually tested on an IQ test such as the Stanford-Binet 5. I prefer the SB5 to the WISC-IV for such a diagnosis because it doesn’t have timed sections. A twice exceptional child is more likely to struggle with—and score lower because of—timing. If no educators will agree with the parents, the parents should have the right to get an independent testing and opinion and submit it themselves for identification, proof that their child is gifted and proof that the child is underachieving for “his or her own ability profile and level.”

In the case of some very highly gifted children, you need to test them on out-of-level tests that go beyond typical age and grade norms. If a Level Three child (for example) shows signs of having a LD, keep in mind that the “normal” Level Three child should have achievement scores that are typical of an average child whose mental age is about a factor 1.6 beyond the chronological age. This means that a 10 year old fifth grader who is a Level Three should have achievement scores of someone who is an average 16 year old, or someone who is already in average 10th or 11th grade courses. The school can give the higher grade normed tests to such a child or the individual achievement test such as the WoodXXX-Johnson to see where the achievement is.

Keep in mind that many of the commonly identified issues would disappear if the possibly twice exceptional child were grouped appropriately, which is certainly a less expensive solution than treating behavior that is a reaction to being in the wrong setting. But, for those who need more than proper pace and grouping, access to trained professionals who can help with their particular disability is crucial. Making sure students are moving through school at the right pace and with others who “get them” and are equally capable of such progress would remove a great many from the Twice Exceptional category. As a result, more resources would be available for those who still need additional support.

In summary, please understand that I am not saying Learning Disabilities do not exist in Gifted Children. When they do, the rules should allow for treatment of those who are learning below their predicted achievement level when compared to their IQ.

Hope this helps.

[Dr. Ruf’s answer:]

I am excited to see that you are fielding questions regarding our gifted children. As a parent of a child who is now a junior in high school, it never ceases to amaze me how much teachers do not understand about our gifted population. As a former teacher with a masters in gifted education, who is now an ongoing volunteer trying to make a difference in the lives of others.......I would love to know your suggestions as to how hold a school system accountable to meet the needs of these gifted kids throughout their public school experience. On paper, our system looks good. The funding is not there and I know the resources are not available, but there is such a disparity between what is being done for kids at the other end of the spectrum and the gifted kids that it is disturbing.

Thanks for what you are doing and continue to do! Again, any suggestions are welcome....very much welcome!

Very Sincerely,
Janet
With a 15 year old junior, Ocononomowoc Public Schools, Wisconsin


Dr. Ruf’s answer:


Dear Janet:

Until society as a whole understands how we are largely wasting the school years of our brightest students, I don’t see that it is possible to hold the schools accountable. As I said in an earlier post, parents can “vote with their feet.” But this still ends up being one family at a time. In some countries, home schooling is illegal, so at least we have the freedom not to use our public schools. But, since intellectual levels run in families, the brightest parents—who are often well-trained, highly educated people themselves (which is NOT WHAT MADE THEM SMART—their high intelligence made them attracted to complex learning and careers) end up needing to sacrifice the career of one or both parents as they work to educate their children themselves or move away to find better, more appropriate options.

We have tons of good research that shows just how intellectually different people are from each other across the ability continuum. This research actually started to be gathered and studied longitudinally (same people over time) starting with World War I in the US military. Our government still uses IQ testing when they decide what G-Level its employees will be in (it’s based on what employees are capable of doing and learning and research shows us that intelligence is the KEY factor in that equation) and what training and career tracks people who go into the military will follow.
IQs—and the intellectual profiles and abilities they represent—vary all over the world. My husband and I just received the latest “Pocket World in Figures: 2010 Edition” from The Economist. When you look at all sorts of numbers and statistics and facts, you can imagine an IQ overlay to explain the huge living condition differences around the world. We have those numbers. As a land of immigrants, the United States has one of the widest natural ability ranges in the world. Who comes here from where, and why they come here, has a huge affect on what the average ability levels are for these different groups. And yet we set up schools and classrooms as though everyone who is ten years old can master—and has the innate ability and concomitant ability to master—the same materials.

Any parent of more than one child soon figures out that each child has his or own interests. Finding others who share our interests is not always easy, especially if we are intellectually different from most of the people around us, as well. Here’s the deal: our intellectual profile drives our interests. We seek out and keep doing what we are interested in. Fancy that. Brain structure drives males to stick to their interests more readily and consistently than female brain structure. Females are all too often complicit in their own “learning to underachieve” because they are so flexible and educationally compliant. Boys get into trouble for the very qualities that make them more likely to become high-level specialists. As we all know, schools do as much as they can structurally (same education for everyone of the same age regardless of interests or abilities) to get boys to be more like girls, sit still, complete and turn in their work, and act like you’re interested even if it’s boring and you already know it, that the school can focus on the behavior rather than the reasons behind it.
Florida may have the largest ability spread in the country! I’m just speculating here, but the people who have found themselves in Florida are from everywhere and for oh-so-many reasons. We do probably about two-thirds of our students a terrible disservice—the ones in the lower third and the upper third—when we force them all to strive to be average like the group in the middle.

Hold schools accountable? I don’t know how at this point. Almost everyone except the parents of suffering gifted kids argues with almost everything I’ve written here. They refuse to believe that it could be true, is true. As long as policy makers believe that all children are equally capable if only we use “best practices” and help those who come from less enriched environments to catch up, then requests for gifted programs or ability grouping that seems to give more advantages to “the advantaged” are doomed to failing.

We’ve got to take an approach that makes it clear how we all lose when we deliver 12 years of inappropriate instruction, grouping, and expectations to the children of our country.

Costs? Grouping doesn’t cost money. Tracking doesn’t cost money. The people who persuaded us that tracking is evil threw out the baby with the bath water. Because a few children ended up in the “wrong” tracks, we decided it was better to put two-thirds of the students in the “wrong” track. We need an approach to educating all children that allows all children to move through their educational years at their own pace with whoever else is ready to do so. We need to guide children toward the learning and the training and the careers that will allow them to fulfill their promise and feel satisfied and appreciated for whatever their own intellectual level and profile has designed them to do best.