High IQ but not achieving at school

[whatanewyear]

My ds is in year 1 and not achieving much at school. He may be average for maths, certainly is below for writing especially hand writing although he loves reading.

He was referred to a multi disciplinary team on the NHS for assessment last year due to a misdiagnosed medical condition and found to have IQ in top 1%. No concerns were raised about disparity between IQ and performance in school at the time. Now his medical needs have been addressed and take less of our focus we can see the huge disparity between achievement and potential. Whilst we understand that a high IQ does not ensure academic achievement school appear happy that he is progressing and seem content to aim for average results for him.

We are unsure how to progress this as we feel that if school aim for average results he would not have achieved potential and school should not be happy with this. We dont know what we should be asking for. School have indicated that they only give IEPs to the couple of children who are at the bottom of the class which he is not. School have so far indicated that whilst their aim is for every child to achieve potential they have not been faced with a child with an IQ report at this young age and dont have a policy to deal with the situation.

IS there anything we could reasonably be requesting? Should they have some sort of measure that follows him through primary school with a target to achieve faster progress each year than average and to reach above average by year 6 so each year teacher is aware rather than us having to discuss this each year. Would being on G & T help or is that irrelevant as he is not achieving anything at the required levels for G & T?

rabbitstew - i totally agree and my DB was/is the same and hence I have always felt that my DS will be fine in the end. Was anything done re your nieces convergence?

Nora - did you get your DS tested to get the coloured lenses? My DS is colour blind and I have no idea if this could affect any learning ie looking at the board in class for example. I am not aware that it causes him any problems. Is there anything else you would do differently in hindsight? I have not encouraged computing at home as feel all too soon they will all be addicted and wanted to encourage anything that helps pen control and this has been successful as within the last 6 months he has started drawing for fun and loves lego and is starting to do more crafts etc rather than just reading but can see that touch typing could help.

Sorry if my initial post was misleading I meant to say my DS had his IQ tested when he was in year one, he is actually 7 now. School did let him dictate some work and also use a computer in the past and I think some of his assessments were done using this information, maybe why only handwriting was recorded as a real problem. He has also dictated a couple of books to me at home so I know he has the content in his head. School state they encourage him to share his knowledge with the rest of the class and are working with him to try to engage with them at an appropriate level as they said he is oblivious to his audience - same at home unfortunately I find myself glazing over as it is far beyond me.
Agree with you re the showing of opinion becoming more important and it can only become more important at university etc. Just want him to be happy and not frustrated now though!

Hi, whatanewyear. Yes, my niece was given exercises to help and I think she does complain a lot less of headaches, now, and her handwriting has improved. I got a touch typing programme for my ds1 (who is extremley hypermobile, so it was suggested he might like to learn to touch type to give his hands a rest if he finds he tires quickly writing in the future - his handwriting is actually not at all bad for a boy of his age, it's certainly legible, anyway). The programme is called English Type, was suggested to us by ds1's OT and it's absolutely brilliant. He and his db (they're aged 7 and 6) both learned to touch type using this as they thought it was all a big game. By the way, ds1 learning to play the piano has helped hugely with his hand strength, stamina and control - another thing worth considering for your ds if you've got a piano/room for one????

As a matter of interest, has your ds ever been seen by an occupational therapist? And has anyone ever suggested very mild sensory processing/integration issues?

Hi again,

A couple of things to investigate might be a behavioural optometrist and Meares-Irlen Syndrome. We got the glasses from the Dyslexia Research Trust in Reading. They have a website with more information. Don't be put off by the fact that they mention reading problems - my son's reading is above average but a long way behind what might be expected and they fully understand this.

From what you say, it does sound like your school are actually getting the plot and doing what they can. Do you have any ideas as what else they could be doing? Can he sit at the front near the board for example?

It's taking me a long time to come to terms with the fact that my son might always have these problems and that there is no magic cure and that the best we can do is find ways around them. He is never ever going to be a good speller for example, no matter how much help he gets. There was something about brain development and stealth dyslexia that said children like this have delayed development in some areas and that time is on their side.

With hindsight, if there was one thing I could do differently, it would be to have trusted my own instincts. Having the consultation a few years earlier would have proved me right and would have saved an enormous amount of worry. Sounds like this won't be a problem for you, thank goodness.

Your son being oblivious to his audience is again ringing bells for me! I think this might be a trait of a really bright and verbal child who is not able to express themselves on paper. We have had a lot of issues with this! My son does sound very unusual - he sounds like a mini professor at times which has led to some bullying and peer problems, as well as disgruntled teachers who don't want to spend their spare time listening to him! Sometimes I feel like we have all the downsides of gifted but none of the upsides!

Nora X