Parents' Perspective

“The Best Thing I Ever Did for My 2e Child”

March/April, 2016

Here’s a new twist on our occasional Parent’s Perspective column. We asked on Facebook and in the E2e Briefing about the best thing parents thought they’d done for their 2e children. Here are the responses.

The best thing I ever did for my son was when he wanted to advocate for himself at a meeting of all his teachers at the beginning of one of his years at high school. I stepped back and agreed. He was brave and very articulate and he was not used to speaking up for himself. I was so proud of him and I think his teachers paid more attention to him than they ever did to me. By the way, he went to a school for the gifted and the teachers were still not immune to bias and assumptions around giftedness and learning differences. There is still much work to be done for 2e kids. — Nancy

The best thing we did for our 2e son was taking him out of the public school system. We home-schooled him for two years, then enrolled him with the George Washington Online High School. He is now a successful high schooler and a happy young adult. He was successful in completing his SAT and is looking forward to a bright future. Our family encourages others who have a child that isn’t getting what he/she needs to make a change and find something that works well for their child — no matter what. Changing his course was the very best decision that we could have ever made. — John

I’d have to say getting to the root of my kids’ physiological issues was the best thing I ever did for my kids. Being physically healthy is the cornerstone for them being emotionally healthy. I’d recommend it to anyone and everyone out there! — Connie

The best thing I’ve done for my son so far has been enrolling him in the Quad Preparatory School. It’s been a long haul but we’ve finally found a place that understands my 2e child. — Diana

The best thing I ever did for my 2e child (age 8) was to move him to an inquiry-based and project-focused school with no grades and no homework. His teacher sees his potential and has let him steer his learning based on his interest. He is no longer “getting in trouble” for not completing busy-work assignments, since there are none. He learns by consuming and making connections. It has been an adjustment to shift the focus away from what he “produces”; but by doing that, he actually has begun to more voluntarily write out the big stories in his head and to show his work in math. Now he sees this will lead to the teacher raising the challenge since the teacher can better assess where his understanding lies. I no longer worry that he will spend his school years never “living up to his potential” since we are redefining what that actually means and just encouraging him to explore his interests. — Jen

The best thing I ever did for my 2e student was get him involved in an after-school club called MESA, where we designed and fired off rockets, and sent a camera into the stratosphere to take photos. He flourished and his abilities were a big part of all the club’s activities. And the confidence-building was huge. Plus, we got to be friends and that added so much richness to my life. — Deb

Pulling her out of public school and homeschooling her! Second best thing — having psychoeducational testing done at Summit Center. They really “get” 2e kids and we were able to find out strengths and also areas to work on. — Denise

Having the courage to pull him out of school in the middle of the year even when I was terrified to homeschool. That was two years ago and definitely the right decision! — Kelly

The best and most helpful thing was to get him hooked up with the library for blind and disabled. He was not reading going into fourth grade but listened to hundreds of books. Classics, history, science — you name it, he listened to it. So good for his comprehension and vocabulary! — Janet

The paradox of these brilliant and creative children is that some people fail to see their ability because of their disorganization and slow methodology and will not send them on to more challenging material where they can become more stimulated. At our seventh-grade 504 meeting my son’s teacher recommended he not be placed in honors math. My son felt otherwise, that the work was easy and he never asked for help. His math test grades in sixth grade varied from 80s to 100, even though his homework was constantly “lost.” The honors teacher and my son’s therapist discouraged us from enrolling, but I signed him up. The pattern this year is test and quiz grades of 90-plus (and  some missed homework). The best advice I can give: you know your 2e kid better than anyone else does. The self-esteem he has from rocking the math class was worth taking the chance. — Anonymous

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