Louise wrote:
On Fri, 1 Dec 2006 08:03:05 EST, "Chris" wrote:


Jeff wrote:

It sounds like he has two problems: 1) He is bored in class. You should talk
to his assistant principal or guidence counselor as well as his teachers.
His teachers should be giving him work that keeps from being bored. Or he
should be going to an advanced class.


We have tried, repeatedly, to have him given more challenging work but
run into two problems. One, teachers just don't want to do it. Our
school really resists anything that looks like ability grouping. There
is no real mechanism, other than grade skipping available.

I don't know how this works in other countries, but in Canada and in
the USA there is legislation about giving each child the education he
needs.

I don't know how other states do things, but I know here the goal is
'least restrictive environment' to attain educational goals.

If a child is tested to be {gifted / learning disabled /
handicapped in some other way}, then once a year the school, parents,
and child review the IEP (Individual Education Plan), which discusses
the recommended accommodations for this child's exceptionalities.

Do they have IEPs for gifted students (w/o disabilities that are
impairing their academic progress) where you are?

They might not always live up to the IEP completely, but it seems a
very useful thing to have on one's side.

Actually, the accomodations that are required in the IEP are, afaik,
required. It's not a case of 'living up to it' or not. There's a lot of
waffling and tossing the funding back-and-forth for out-of-district
placements and other high-dollar items, since there's a large price tag
associated with these services (e.g., a residential placement can be
upwards of $200,000/year for a kid), and many parents (and voters) are
unclear that this is mandatory, not an optional service.

Caledonia