Search News & Views
Aimee Sabo blogs and edits reviews for Insideschools. She is a proud mother of two preschoolers and a graduate of Stanford University. A former editor for Time Out New York Magazine, she has also written for ForeWord Magazine, Time Out New York Kids and DailyCandy.com.
As the May 10 deadline for parents to rank gifted and talented applications approaches, one Insideschools message board became a hotbed of anxiety. “Do you know what G&T is supposed to do with kids who get accepted to a G&T school but have IEP's requiring ICT placement?” asked one parent. “My son also has an IEP and is in ICT and is G&T. No place for him....” echoed another. The questions about inclusive gifted classes didn’t stop.
Parents want it, educators applaud it, and the DOE supports the idea—at least in theory. But a year after special education reform, there is still not a single combined G&T/ICT class in the city. No one seems to understand why.
"Twice exceptional” or "2e" kids are cognitively gifted children who also struggle with learning and attention disorders. Many of these students' Individualized Education Programs (IEPs) call for an Integrated Co-Teaching (ICT) class, which has two teachers, one of whom is trained in special education. The special education reform rolled out in all schools last year is meant to allow students to attend their school of choice and still receive needed special services, including these team-taught classes.
As the day of my son’s Turning 5 meeting drew closer, a cloud of anxiety hovered over our New York City apartment. I had braced for a fight several months before, when our school-appointed social worker refused to observe Noodle at pre-K because she was “too busy.” Just applying to our zoned school had sapped all my strength. The parent coordinator took ill one week before the DOE deadline and had not left anyone in charge.
Thankfully, by the last hour of the last day for applications, a living breathing human was able to take my paperwork and I signed up Noodle for kindergarten. After an in-person meeting and more emails with the social worker, we seemed on better terms. She agreed to visit Noodle at preschool, and gave me the name of a behavior specialist who turned out to be quite wonderful.
So by the time I braved snowfall in late March to reach our IEP meeting, I wasn’t expecting any surprises. Everyone seemed to be on the same page for next year: an ICT classroom (a mix of gen ed and special needs kids with two teachers, one of whom has a special ed degree) and occupational therapy. I’d already waged a war in my own mind: Will ICT be academically challenging enough for my chess-playing 4-year-old? Will being in a class with other struggling kids give him more opportunities to model bad behavior? But I’d moved past these stereotypes. I’d done my research, spoken to parents of ICT students and talked Noodle’s teachers’ ears off about what was best for him. I was ready for a truce.
As my eldest son prepares to enter kindergarten this fall, I can think of little else. I’ve entered charter school lotteries, toured our zoned school and the just-out-of-zone schools that we could get bumped to if ours fills up. Anyone I talk to who has a child or even knows a child is sure to hear about my worries: Is Noodle ready for the chaos of our local progressive elementary school? Would team-teaching or gen ed be the better choice? Would the structure of a Success Academy be helpful or would Eva Moskowitz beat all the creativity out of him with her much-vaunted four-inch heels? So the other day when my husband off-handedly asked, “You signed up for kindergarten, right?” I had to shuffle my feet like a nervous preschooler. “Um, no. Not yet.”
I have four days until the DOE application deadline. Considering that I’m the kind of person who has been known to RSVP to parties after they’re over, four days feels like an eternity. Still, I know I’m playing with matches. If something goes wrong and I can't register, Noodle becomes a pawn of the DOE, placed wherever there’s an empty seat. I’ve come close to applying. I really have. But things keep getting in the way. Doctor appointments, school tours and writing are just a few of my excuses.
Just scrambling to find all the paperwork to prove that I live where I say I live has been surprisingly difficult. Who gets Con Ed bills in the mail anymore? Pay stubs on paper? Please. After weeks of killing trees and commiserating with other moms, I finally have my packet ready: birth certificate, a copy of our lease, my husband’s W2, and a not-so-nice letter from the IRS that, though embarrassing, has our address on it. So what’s holding me back?
Quite simply, I’m just not excited. What should be a wondrous rite of passage for my son has become a subject of anxiety and compromised ideals. At the very mention of the word “kindergarten” I let out a large sigh, feel my blood pressure rise and launch into an increasingly well-rehearsed rant. In my quest to ensure that Noodle’s kindergarten experience is perfect, I’ve already made it unbearable.
For pre-K families, 2013 is a year of big transitions. Our kids will be saying goodbye to the duck pond of preschool and jumping headfirst into the murky East River of kindergarten. Parents of kids with special needs have another hurdle ahead. The dreaded “Turning 5 meeting” determines whether those currently receiving support for developmental delays and learning disorders will continue to get it…or not.
For kids like my son, who are on the border of general education and special needs, the Committee on Special Education (CSE) is a tough sell. And kindergarten, with its larger class sizes and longer days, is a demanding transition. CSE doesn’t make it easier. Now Noodle will have to fit into one of 13 special education categories in order to qualify. Suddenly my quirky, bright, wonderful, often-exasperating child who never really fit any label will have to—if we want him to keep getting help.
The problem is we’re not sure. After two years of PT (physical therapy), OT (occupational therapy) and SEIT (special education itinerant teacher), Noodle is doing great, but the road has often been rocky.
My child is gifted. At least, I think he is. He was doing jigsaw puzzles at 20 months old, and now, at 4, his favorite topic of discussion is bioluminescent fish. But, he also likes to talk about poop a lot, and no matter how hard I try he can’t seem to remember our address. The other day his preschool called to inform me that Noodle had pulled down his pants and peed on the classroom rug. I’m not sure what the DOE will make of this kid.
Like many parents of incoming kindergartners, my husband and I are in the midst of the G&T application process. It's confusing because the rules are constantly changing (Will he have to bubble in a circle or will someone do it for him? Will siblings get preference or not?), and a high score isn't a guarantee. Last year, 1,602 kids scored above the 99th percentile to qualify for 400 coveted spots.
The G&T has also brought up conflicting feelings about what I want for my child and what I believe about public education. When I look at my son and his friends, each with their own individual gifts and challenges, I have to ask how we can decide in half an hour who is gifted and who is not. And even if a child qualifies, would he be happier—and would the future of public education be better—if parents supported neighborhood schools?