I have a daughter with an IQ of 127 not genius but not developmentally delayed either and she has four learning differences. She’s dyslexic, she has processing issues. a non-specific reading disability( that means that that their not sure what causes it) and she has fine motor skill issues ( she’s always had trouble forming words the physical aspect of writing) but she also writes well and writes stories and poems. She’s wonderful cook and has been cooking full meals since she was eight and she’s15. It has been found that more children with LD’s have high IQ’s than most of the “normal” children. I’m not sure if it’s having the high IQ that causes the LD or vice versa. But if you’re not developmentally delayed most people have high to very high IQ’s even children with Autism have mostly high IQ’s. My daughter has done so well in school with other kids with LD that she’s decided to become a psychologist instead of a Chef (not that there’s anything wrong with that) but she thought that she wasn’t smart enough to do anything in the academic field. Now that she’s in a school with kids that have LD and are on her same IQ level she feels a lot better and differently about college. We live in NYS and she takes the same courses that any other child does and the same tests they just teach her differently. She was on the honor roll this for the whole past school year.

It’s common. Be sure the IEP modifications and adaptations include tape recording. My son taped all his essays and I typed them up. You didn’t say how old he is…..There is software which if you type “s” lists several words and all he has to do is select the right word. Active minds find the writing process a bore! Look for ways to encourage but at the same time you don’t want to hold him back intellectually.

After 3 gifted, two double labeled, I find there are still people out there who will tell you, Oh we can’t move him ahead because he can’t do this or that skill even if he shows highly gifted in other areas. Keep pushing and like the other said, get involved with gifted orgs on line. It’s not unlikely that your others are gifted too..runs in families

Development in infants, toddlers, and preschoolers is characterized by broad variability in rates and patterns of maturation. For some children, differences and delays in abilities are temporary and are resolved during the normal course of development. For other children, delays may persist in different domains of functioning, necessitating the child’s referral for targeted screening and/or comprehensive evaluation.

At present, no clear distinction can be made in the early years between the children whose problems may persist from those who will make adequate progress with time. Therefore, young children who demonstrate difficulties in early development may or may not be at risk for LD; nevertheless, screening, evaluation, enhanced learning opportunities, and possibly intervention services should be provided.

It is not in the child’s best interest to “wait and see” or hope that the child will “grow out of” his or her problems. Conversely, it is important to guard against the premature identification of a disability, especially if high quality learning opportunities have not been provided.

It is often during the early years that families and caregivers first suspect a problem and may share their concerns with qualified professionals. However, some families initially may

deny the existence of a problem because they are fearful of, or threatened by, its possibilities and consequences. Family cooperation is critical to early identification. Thus, professionals must recognize and be sensitive to differences in family responses, including cultural differences in viewing and addressing a disability, and provide appropriate support.

The identification process includes

(1) screening,

(2) examination for the presence of risk indicators and protective factors,

(3) systematic observations, and, if indicated,

(4) a comprehensive evaluation.

An effective early identification program must take into account the numerous biological, environmental, and cultural factors that may influence the course of a child’s development. Information from the identification process is the basis for making decisions about the need for further services and supports.

Hello:

Your child may have a visual motor integration disorder. Often children with poor handwriting have this difficulty. One of the tests used for this is the The Beery-Buktenica Developmental Test of Visual-Motor Integration. You might ask the psych if he or she plans to use this or a similar test.

This deficit makes it difficult for children to get what is in their heads onto the paper. It also causes difficulty when they have to copy information from an overhead projection or from the board.

If you find this is the case, consider asking the district to do an assistive technology trial to see if they can come up with a way to help him with this. Often they provide a computer or a device called an “Alpha Smart” so that he can type instead of write.

For now, ask the teacher to give him a bit more time to complete writing assignments and to provide him with a desk copy of whatever is being taught on the board or overhead. See if this helps.

M son also has ADHD and a high IQ. There are many articles on ADHD and Gifted kids and the comorbidity. My son recieves servcies from special ed. in writing and attends the gifted program. It was a challenge to get him into the gifted program because his ADHD makes him hard to test. I asked for testing accomodations based on his ADHD diagnosis. He loves going to the Challenge program at school and was great for his self-esteem. Gifted Kids with ADHD are at high risk and schools need to do a better job servin them.

The school psychologist who tests him for his IEP coming up will be telling you that. His IQ should be mentioned (unless you are African-American & come under the Larry P ruling). If it is in the 98th percentile or above, and if he has a learning disability mentioned in the IEP, as well: that, by definition, would make him twice-exceptional.

I’d recommend your joining the Association for the Gifted for your state, to advocate for gifted and for twice-exceptional students!! They need your help!!

as your other children haf a range of learning difficulties, it is LIKELY (although not certain) that your son is at risk. further assessments will reveal his specific strengths and weakness and following these assessments, rest assure there will be individualised intervention plans to help your son to cope.

learning disorder is only used to describe children with large discrepancy between potential and achievement. to illustrate, a child with superior IQ (suggestive of learning potential) but underachieving in school. assessments will reveal specific weakness that is impeding upon the learning.

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