Date: 20-03-09 14:27
I'm not sure that MotherTo2s original intent was to refrain from sharing with all, but to rather find additional support by connecting with others who shared not only giftedness in common, but, something else as well...extreme giftedness. Just as we might have 'gifted and 2E' or 'gifted and home-schooled'. And indeed, there is a separate section here pertaining to home education. It's available to all to read and pertains mostly to issues faced by home educators, although of course we can all draw things from the posts there.
I agree that this is sad - this is a wonderful place of support and ideas. When I look at the authors of those who have responded to MotherTo2s posts - Linda, Sue, Rebecca, Rose, and Tiz Me, of course, Tiz Me... ;-) - I see names whose posts I always read because there is always something to be taken from them and I'm mindful of the fact that this forum wouldn't be what it is if it wasn't for you all (there would be a bunch of lurkers and occasional posters, like me, reading very little!). And, true, I have read great interest in the issues HG+ children face, a willingness to listen, an acceptance of the differences across levels. But, these differences have not been ratified (with support for a separate section). I guess when you are the parent of a gifted child, any gifted child, you sometimes need a little more convincing that you have truly been heard ... this is not a reflection on the support offered here but rather a reflection of continually feeling unheard... something we'll all relate to.
I'm going off-topic slightly here now. I personally do not agree with some of the responses to this thread but that is my own opinion and I think that we, as a group, have explored this issue (should the EG crowd have their own space) long enough. What follows is a highlight of some 'differences' between EG and MG not to continue to 'push' for our own space but because of the genuine interest ... to try and improve understanding of EG issues...
I have yet another school meeting to get to; my multi-skipped child needs something "more". Some of you are interested in the issues parents of EG children face - acceleration is a big one. Of course, acceleration is an issue for any gifted child but when you have a child, a young child, for whom 1, 2, 3...years is not enough, the implications are a little different. Our question is not "should we accelerate" but rather "how much should we accelerate" Also add, "how do we deal with such vast age differences". And, *perhaps* there is more resistance (from educators) when the age differences are greater, although of course, some of us face resistance when asking for just a year! Also, when you have a child who "should" start uni not 2 years earlier but 5 or 6... again, different issues. When you have a child who will miss not one year of high school but who could be very shortchanged on those wonderfully important high school years, the issues are different. I think that perhaps this is an issue that is different across different giftedness levels. I realise that all might struggle with the acceleration issue - how will classmates perceive my child, do I want him going through with kids older, he's so small in comparison etc - but you can imagine how things change when the classmates may have to accept not only a 'younger' child but a radically younger child, how much harder sport could be when there is such a size difference, and how we simply cannot avoid these issues by leaving our child with age-peers and rely on enrichment, clustering, pull-out extensions... they absorb too much, too quickly. Radical acceleration is a necessity.
On the positive side of having an EG child (aside from the joys of parenting etc; I'm writing specifically about schooling here)- and I know you, for example, Linda, wanted to hear of triumphs - sometimes the level of giftedness can make things easier. The difference in intellectual capacity between our children and others is at times more evident - even when our kids 'dumb down' or hide their abilities the school has to pay attention. I've heard too many times 'it works for other gifted kids' and have reminded the school of our childrens' level of giftedness to get some action. Were my children MG and still, for whatever reason, struggling, I think that could be harder to get attention that it wasn't right. I can respond to "it works for other gifted kids" by stating that "my kids aren't like most other gifted kids" (And, although our kids didn't test well, I have the paperwork to 'prove it'....that's another issue entirely).