I devoured everything I could get my hands on about gifted learners and gifted education. It was at this point that I started my reading. When your 4-year-old goes from not reading to devouring multiple chapter books daily in a matter of weeks and without adult assistance, there’s little question. The zero-sixty reading development squelched that nagging voice once and for all. In a couple of weeks, he was reading fluently and in a month he was reading silently and voraciously. He woke up from quiet time one afternoon and read an entire book to me while I watched, mouth agape, wondering what on earth was going on. His reading development did not follow a typical pattern. When Leo was in preschool, he was a prolific little writer and reading soon followed. “Do you think he is? What does it mean long-term?” Because of that nagging little voice, Schizz and I said very little, and when we did utter the g-word, it was only to each other. Even though Schizz and I knew in our gut that Leo was unlike his peers, we always had this nagging thought in the back of our minds, “Is it just us? Do we feel this way because he is our child? What if we are wrong?” No one wants to be perceived as that parent, the one who gushes about their children and how wondrously, fabulously, and terrifically talented they are in all areas. I assess children for a living and yet I found it very difficult to assess my own child because I was so “in it”- it is so difficult, as a parent, to step outside of your situation and view your child objectively. Schizz and I have always known he was different, although this became more apparent over time. I’ve mentioned before that Leo is what I call a zero-sixty type of kid. We tested in order to make decisions about his educational placement. We wanted to know how best to meet his unique needs. We tested for giftedness and to determine whether Leo was a twice-exceptional learner. Why did we test, and what did we test for? Today, I will share with you how we came to our decision, in the hopes that it may help others who are on similar paths. Ultimately, the decision to test or not to test is a personal one. Deciding whether or not to test your child is a difficult one, and I know this firsthand because Schizz and I went back and forth about having Leo tested for many, many months. Since starting this silly little blog, I receive oodles of messages about testing for giftedness. As a school psychologist, I am often asked my opinion on testing. Please call (813) 468-6528 for more information.To test or not to test, that is the question. Lauderdale, West Palm, Boca Raton and many more. Child Testing serves all Florida counties and cities including: the entire Tampa Bay area, Orlando, Jacksonville, Tallahassee, Panama City, Miami, Ft. Parents will receive a comprehensive, analysis of your child’s strengths and weaknesses. Child Testing offers at-home assessments, ensuring better chances for the student to perform well by reducing testing anxiety. #GIFTED TESTING FULL#A full scale IQ score of 130 or more, places a student in the gifted classification, which is the primary criteria for participation of the program in the state of Florida. Testing to qualify for the Academically Gifted Program involves an IQ test (such as the Wechsler Scales of Intelligence) to determine if the student is truly intellectually gifted. Qualifying for the Academically Gifted Program (AGP)
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