To Skip or Not to Skip, That is the Question!

I have two kids and both are profoundly gifted. And it’s frightening.

They are two years apart and one is a boy and one is a girl. We decided to accelerate one and not the other.

Why, you might ask?

My daughter is our first born. She talked early, knew sounds and numbers early, and read early. Once in school she seemed to learn at lightning speed. I wasn’t sure what to do with her.

We had already decided to homeschool.

I had been a public school teacher and I knew this little person wasn’t going to fit in a regular classroom. She was going to make waves. She was going to push boundaries. She was going to cause trouble.

Charter school was the answer!

We opted for a hybrid charter school that incorporated homeschool and in school activities. Our daughter did very well, but I was lost as her educator. You would think that as a teacher of almost 20 years that I would have education down, but my daughter was throwing me for a loop!

Late birthday.

My daughter’s birthday is late November. We were advised NOT to start her early, under any circumstance. I succumbed to peer pressure and chose not to start her. By winter is was obvious that we had made a mistake. Our charter school let us start her in March and by the end of the school year she was at the top of her class academically.

Nothing fit!

When she started first grade, she no longer fit in first grade. I started teaching her second grade curriculum. By second grade she was fully in third grade and by Spring I knew I needed answers and numbers.  I needed to understand what was happening and I knew that IQ numbers were required for any program we might want to enroll her in.

IQ Testing

Once IQ testing was done and meetings with the psychologist were had we understood one thing for sure:  our daughter was not being challenged in any subject. The psychologist recommended acceleration. What? My baby girl. No way!

But what was best?

We set up a meeting with our charter and came armed with all our information and official tests. It was clear we had done our work and that we were considering her social growth and we hit no barriers. The school agreed, our daughter would skip third grade and start fourth in the fall.

Misgivings and Second Thoughts

I was worried about gaps and information not known, but none of that was an issue. Where she had missed something, she learned it quickly. Her emotional intelligence is high and she acclimated quickly with her new peers. We still homeschooled her, but she participated in musical theater, ASB, and various camps and field trips.

Our daughter is now twelve and a freshman in high school. Academically she is solid, the top of her class. Emotionally she is a teen, so she feels all the feels and has her ups and down. Socially she is learning to find the “right” friends who build her up. We are also teaching her how to cultivate friendships.

So far, I have NEVER regretted advancing our girl. She has done well. Will we have challenges in the future, of course. She will graduate at sixteen. She wants to go to a far away college. Each year is a new adventure, that is what I always say!

But what about child #2?

Our son, however, is a different kid. He is funny, quick witted, loving, kind, intelligent, and so sweet. I always believed he was our “more average” kid. He had trouble learning some of his sounds, reading wasn’t as quick for him, and learning baby-signs and speaking early weren’t really his thing.

However, when he was in second grade my husband wanted him tested as well. We went to the same psychologist and his testing process was very different. She had to try different tactics with him and she wondered if he was perhaps ADHD.

He’s also profoundly gifted!

Despite his trouble with testing, he also testing in the profoundly gifted range. She mentioned, however, that his writing seemed to be subpar and really didn’t go much more into that. (Check out my post on dysgraphia.) She didn’t recommend acceleration for him, but told me that he longed to go to public school where he could play with other kids.

People who need people…

My son needs people. He wants friends to play with. When I would take my kids to the park my daughter could care less if there were kids to play with, but my son considered it a bust if no kids were around. He was an extrovert who needed people.

Push into what he needs.

So, rather than accelerate my son, we chose to push into the activities and fun classes offered at our school. We enrolled him in PE, music, art, STEM classes, etc. We set up playdates, and made sure we went on the family field trips offered by the school.

ALWAYS advance academically!

All the while, I was able to advance him mathematically and in his reading. He was excelling within the confines of his grade-level.

Why did we choose what we chose?

Our daughter had the social and emotional intelligence to advance. She wanted it. She LONGED for it! She so dearly wanted to be challenged and taken seriously. She wanted peers who understood her. We are still on the road  to finding the “right” people for her, but if asked, she’ll tell you: no regrets. It was worth it.

Our son needed peer relationships and social and emotionally he wasn’t as advanced. He is sensitive and wouldn’t do well with the teasing and possible bullying he would get with older kids. With that said, we did not hold him back academically. We continued to allow him to advance in his curriculum.

Questions to consider when considering grade acceleration:

  • Is your child needing academic challenge in all or most areas?
  • Does your child desire the skip? (If not, I wouldn’t do it.)
  • Is your child drawn to children who are older?
  • Do you have test scores or a history of grades that support this?
  • Do you have the support of your school?

If so, then this could be a great fit.

On the flip side:

  • Is your child emotionally young?
  • Can you accommodate your child through subject acceleration?
  • Does your child want to move to a higher grade?

If so, perhaps think twice.

There are so many options out there. First off, take a breath! You love your kids. I love my kids. We want what’s best for them.

What I always say is, we are all on the same journey but we all take different paths to get there.

Why We Skipped Neuropsych Testing for my Dysgraphic Son and How You Can Too

Should I get a neuropsych evaluation for my child?

My son has dysgraphia. I know this because I had a friend, who is a former special ed teacher, do a screening on him.

He attends a charter school in the North County San Diego area and with this information he is receiving an hour of one on one help with a reading specialist specifically to address his spelling, reading, and writing.

We also are working on accommodations for him going forward so he can be successful in school and testing. Together, with the school, we will be constructing a 504 that will continue with him throughout his lifetime. We will, as a team, help him learn to advocate for himself so that he can have success in school and beyond.

How did I get his situation addressed without testing?

As a public school teacher I sat in on countless Student Study Teams and IEP meetings. I had students with 504s and pull out and push in services. Not once did I ever had a parent who had done outside testing. The school district is required to do the testing, when testing is needed.

However, I am at a hybrid charter school that relies heavily on parents as co-educators. It is a beautiful combination of homeschooling and in-school classes and my kids have thrived in this environment.

But, I wasn’t sure how to navigate the SST (Student Study Team) process. We had already spent $2,000 plus to get his IQ scores a couple of years ago. Neuropsych testing is at least that much. Private testing is not cheap and I really felt like we needed that evaluation to be taken seriously by the school.

So I began talking about it to everyone I thought might be able to give me answers. Should I have him tested? Should I not? I even spoke to a neuropsych who was more than willing to help me out and evaluate my boy, but at a cost. Finally, a friend of mine, who is a clinical psychologist, talked to me about my situation.

She asked me why I would spend the time and money on having my son evaluated when we already knew the outcome!

I am my son’s biggest advocate

I realized I am not a victim. I have a voice. My son is my responsibility and my school truly wants to partner with me in order for my boy to succeed.

I started with my child’s teacher. She knew him best. She recognized that there is a big discrepancy between what he can do and how he tests. She saw first hand the difference between how he speaks and what he can get down on paper.

She set up the initial SST.

I had never sat on that side of the table. I was the mom, desperately wanting what is best for my child. So, along with the school psychologist, the principal, his teacher and me, we worked out a plan for my son without me having to spend time and money on testing.

There is a plan in place for him and I am so excited and hopeful about his future.

What you can do

Since the beginning of my teaching career, more than twenty years ago, I have been saying the same thing to parents when facing an SST, updating an IEP, or working through a 504:

The squeaky wheel gets the grease!

What this means is, don’t stop advocating for your child.

  • Be polite, but persistent! (Loosing your temper will only hurt the process.)
  • Come into the meeting with your objectives clear in your mind and share them with the group.
  • Research different accommodations that will work for your child.
  • Come to the meetings with evidence of the discrepancies. (Samples of work are important.
  • Finally, when all else fails, there are professional advocates available. They can help you get what you need.

How We Discovered My Son Has Dysgraphia

Having gifted kids is an interesting journey. I have two and they are vastly different in their abilities and struggles.

My oldest has always shown signs of high intelligence. She talked early, wrote early, and read early. Her brother, who is only 22 months younger did not make all the same early milestones as his sister, but he made different ones. He was great at Legos, had an early sense of humor, and understood social situations and friend making.

Assumed Lazy

However, as he developed academically I thought that he also showed signs of laziness. His printing was erratic, which I attributed to him being a boy. He also had trouble spelling words, but I thought this was developmental and quite possibly lack of motivation. After all, he had a walking dictionary in his sister and she was always more than happy to help him spell any word he needed help on.

Other than his handwriting and spelling, my son seemed to be doing well academically. We homeschool though a hybrid charter school and as a former teacher I realized that his ability to comprehend stories and make inferences was off the charts. I also knew that he was great at math. However, I didn’t think he was gifted like his sister.

Missed Signs

Eventually his reading started to suffer. I realized he was having trouble reading multi-syllabic words. He could start the word off, but he got lost somewhere around the third syllable. Eventually I had him screened by our charter school’s reading specialist. She confirmed that his reading was well above level, but that he just needed a little work on spelling and decoding longer words.

Eventually the wheels started coming off the bus, but I was not putting the puzzle pieces together. Another one of my son’s teachers told me that he has such great ideas and that she stopped having him write down his stories and just had him use voice to text technology. His handwriting was still atrocious even after practice and his spelling was in no way improving.

We paid for an outside writing class for my son. I was not paying attention to how much I was helping him complete his writing assignments each week, until…my husband took me to Australia for three weeks. During that time my kids were staying with some friends of ours. They made sure the kids got some of their work done, but my son was pretty much on his own for his writing assignments. He didn’t have me to perfectly spell the words, place the commas and periods, and make sure each sentence was truly complete.

Diagnosis Discovered

When I returned from my trip, his writing teacher asked me if I had ever considered that my son had “stealth” dyslexia. I had heard of dyslexia, but what was the stealth part. Apparently kids with high intelligence can mask their learning disabilities by compensating. My son was in fourth grade and I had no idea he had a learning disability.

We ended up having him privately tested and found out that he actually has dysgraphia. It is a specialized learning disability that directly affects writing and spelling. Here are a few symptoms, and once I read them it all seemed to fit perfectly.

  • bad handwriting
  • poor spelling
  • hard time getting words on paper
  • hand fatigue when printing


Here is a great resource if you think your child may also have dysgraphia:

Since then, my son and I have been on a journey together that included mourning the loss of normal, accepting that he has a disability, and now working on ways to help him learn and compensate.

Our journey isn’t over, in fact, the adventure continues everyday!

A mom is faithful one hundred percent.

I married one of the Lema boys.

According to the stories from my husband and his parents, their boys were known for their smarts and their abilities on the soccer field.

Jose, my brother-in-law, took math classes beyond his grade-level and ruined bell curves in many of the classes he took. Chris went on to graduate from UC Berkeley and has been wildly successful in start-ups and now in public speaking.

These boys had access to Advanced Placement classes and Jose was even able to take some classes at UC Irvine as a high schooler. Even my nephews are smart and the oldest is finishing college early because of all the work he was able to accomplish while in high school.

But, that’s not me.

I grew up in normal classrooms and was never considered the head of the pack. I graduated high school in a rural farming town in which none of the students went straight to a UC. I went to a small, Christian private college that wasn’t accredited until just after I graduated.

I never took an AP class. I didn’t even apply to a UC college. And I certainly was never included in a “gifted and talented” program.

I always say my kids’ apples didn’t fall far from their daddy’s tree. Both of them resemble him and both take after him academically, and if you’ve ever heard Emily give a speech, she sounds just like him!

These kids are mine too.

Have you ever read the book Horton Hatches the Egg by Dr. Seuss? If you haven’t, or can’t remember the story, let me remind you.

Horton, an elephant, meets a flighty bird who has just laid an egg. She is sitting on this egg waiting for it to hatch, but she is bored and really wants to have a break. She convinces Horton the take over the incubation process while she takes a short rest.

That great big elephant climbs up on that nest and settles in for what he believes will be a short time. What he doesn’t know at the time is that the bird isn’t coming back.

Horton sits and sits, and never gives up. He is loyal to the little egg and despite adverse weather, teasing, and hunters, he refuses to move. He is even transplanted, tree, nest and all and ends up in a traveling circus of sorts. But Horton perseveres. Over and over he states, “I meant what I said and I said what I meant. An elephant’s faithful one hundred percent.”

In the end, the bird happens upon Horton, sitting on the egg in the midsts of a circus tent. She decides she wants her egg back and Horton isn’t so sure that’s a great idea. After all, she had abandoned this little egg. Right at that moment the egg cracks open and everyone is surprised to see that an elephant-bird emerges from the shell. This creature is more than half elephant because of the influence of Horton.

Horton is a proud parent!


I am the Horton character in my kids’ lives.

I may not look like them and they may get their intelligence from my husband’s family. I say “may” because Chris regularly says they get more than half of it from me too. Regardless, in the end, they are mine too.

So whether they get their “giftedness” from their dad’s family or not, what I know is a mom says what she means and means what she says. And as a result, these kids are influenced and changed as much by me as they’ve been by their father.

I write this post for you, but also, in reality, for me. As a way to tell my story – to myself. To remind me of the critical role I play in their lives.

Are you a Horton too?

If these kids are so gifted why do they quit so easily?

Sometimes my kids drive me crazy!

I don’t think I’m alone in this. I’ve heard lots of other moms say the same thing about their kids whether they are toddlers throwing tantrums or teenagers being smart-mouthed.

We all struggle in parenting.

One of the things that bothers me about my kids is their strong avoidance of doing anything hard.

As a single elementary teacher, I had visions of what my kids would be like when I had them. I pictured idyllic scenes where we would sit at the kitchen table in the evening and my kids would embrace learning with a passion.

They would happily complete their homework without complaint and read and do extra projects in their spare time.

The reality is much different.

They like things easy

Much of life has been easy for my kids and that is what they embrace with a passion. They like having things come easy. So, when they are faced with something tough, they often balk, whine and want to give up.

Math is almost a bad word in our home.

We do it first thing in the day just to get it over with. This year we opted to put our kids in Stanford University’s Redbird Math program so that the tension between me and the kids would lessen, because whenever we are doing math the whining and arguing begins.

Right now it is my son who is struggling the most.

He is very good at math, but somehow when it comes to learning it he gets confused and will not work to understand it. It is easier to whine and complain and stop trying.

I second guess their giftedness a lot

I have wondered several times if he is actually gifted.

He isn’t getting stuck on a new concept; he is mired in simple facts. We spent thirty minutes on him being stuck working on a simple problem. Yet, days later the Stanford tutor will highlight how well he’s doing for his age.

Emily is also a practiced avoider. She has always been good with words and was able to read early. If she likes a book, she is committed to reading it. The problem arises when she loses interest early in a book and decides she doesn’t want to read the rest of it.

I so want their perseverance to match their giftedness.

So, I end up having to force her to read books. She doesn’t want to do the work of reading enough of a book to give it a chance.

Somehow I have raised kids who struggle to work hard when things get tough.

It’s not just academics. They hate cleaning their rooms, putting dishes away or putting away their clean, folded clothes. These things are “hard” and all of the sudden my gifted children become incapable of simple tasks.

When we engage in conflict over these things I seriously wonder if they’re truly gifted…

But then they do something, give a speech, write something, make an amazing connection between two pieces of literature we have read and I am reminded that they are, in fact, gifted.

The reality is that they’re kids.

Avoiding hard things is instinctual for them. It is our job to teach them the benefits of hard work and perseverance.

So to my parent friends who are raising gifted kids and doing a lot of second-guessing because rooms are unclean, and to those who are frustrated by the lack of perseverance they see in their gifted kids, let me just end with this:

You are not alone.

And yes, gifted kids are still kids. They’ll avoid all sorts of hard work. Which is why they can’t parent themselves.

We still have work to do.

The one book parents of gifted kids should read: NurtureShock

I love to read.

This wasn’t always the case, but I had a friend who spent time with me figuring out my “genre” and once it was found I was hooked. Turns out I love popular fiction. I also can enjoy the occasional thriller or crime mystery. But of all the many books I do enjoy, self-help or non-fiction books do not usually make the list.

I am married to a man who also loves to read.

He reads a lot of informational texts and books about specific topics. To relax he enjoys a fun crime novel, but most of the time he is plowing through business books, books on science, and books about technology.

Chris is the one who has encouraged me to read outside of my comfort zone. If he recommends a book for me I know it won’t be dry or bore me to tears. (For instance, he has never recommended I read a book on quantum physics, even though he finds it fascinating.)


NurtureShock by Po Bronson and Ashley Merryman is just such a book.

This book takes many of the long-held beliefs we have about parenting and children, and turns them on their ear. It was such an interesting and eye-opening read that I’ve recommended it to lots of friends and I believe everyone should read it before becoming a parent.

(It’s so much better that those pre-birth books that scare you half to death!)

There are several ways that we have implemented ideas from this book in our parenting.

Praising kids

For example, the first chapter talks about praising our kids. Having gifted kids means that they are often doing things that are impressive. It is my instinct to tell them how smart they are. We think that as parents it is our job to tell our kids how smart they are.

However, it turns out that telling our kids that they are smart is demotivating. The authors share studies that have been done on how kids react when told they are smart and how kids react differently when being praised for their effort.

By the end we were convinced to never call our kids smart! (Have I failed at that? Well, yes I have. But I can tell you why I shouldn’t have done it!)


Another chapter talks about sleep and how important it really is. We know that as parents sleep is good.

But this chapter talks about how our children are actually performing one to two grades lower than their ability when asked to work too early in the morning.

At the time I read this book I was teaching in a public school. Our school day started at around 8 o’clock. This chapter helped me understand those kids who needed to “warm up” in the morning. It is also why we usually start our homeschooling days around 9 o’clock.


The books also deals with giftedness in children. It specifically talks about how kids are identified in elementary schools and how the method by which this is done is missing some of the most brilliant kids out there.

The system needs to be improved based on the latest research on brain development. This book gives some great insights in this area.

The one book every parent of a gifted child should read

It deals with babies, school-age and teens. It talks about siblings, lying, and preschools all while respecting the adults reading the book.

Never once did I feel terrible about how I’d messed my kids up. I simply was inspired to try things a new way.

Each of the ten chapters is riveting and supported by science and research.

If you want something good to read, and you are willing to try something new, try out NurtureShock!


Gifted children need different kinds of relationships

I have written a little less this weekend. As a family we got to spend the weekend together in the Sacramento area. Chris was speaking at a WordCamp and it was my dad’s birthday. So, we piled in the car and made the long drive north and we were all excited to spend the weekend with another family in the Word Press world.

Hanging with the Bourns

I was introduced to Brian and Jennifer Bourn at WordCamp Phoenix. Their kids were not there, but Jennifer and Brian shared with my kids their love for legos and my kids were hooked.

Later we got to meet the Bourns at Legoland where Christian got to meet the entire family. Immediately he shared a connection with both kids, but especially with their son. Both boys love Legos and have similar personalities.

Emily was sad because she missed meeting them. Eventually she did meet them and it was a great match! Emily and their daughter became great friends.

Since then we have spent time with them at a beach house in Oceanside and in Cabo San Lucas. It is fun to watch the kids connect and enjoy each other. I think it is rare to find family friends where both parents and all the kids equally enjoy each other.

Being with them isn’t work, it’s just fun!

So far you may be reading this and thinking, “What does this have to do with gifted kids?”

Relationships are tricky for my kids.

Emily struggles with peer relationships.

She finds that she doesn’t often understand kids her age. She would much rather hang out with adults. She will frequently sit in the midsts of the adults and feel like she has the ability to have input into the conversations.

Unfortunately, this is often inappropriate. So, Emily ends up feeling disconnected in social situations.

Christian loves people and wants to play with everyone.

He loves video games, but he doesn’t want to sit in a room playing them alone. He loves to swim, but he doesn’t want to swim in a pool alone. He also loves playing outside, just not alone! He has been known to bribe and beg his sister for a few minutes of playing a video game with him or getting her to have a sleepover with him.

Different Kinds of Relationships

The relationship with the Bourn kids is incredibly valuable.

It is so rare for our kids to have friendships that are low-drama and easy. I can’t tell you how much joy I get watching both kids engaged with other kids in a meaningful way.

I’m watching kids laughing, making art, creating “shows,” and working out conflict through compromise with each other. It’s awesome!

When we started realizing how Emily was wired, we began reading about kids with her abilities. One of the things it emphasized was creating space for our kids to have three different types of relationships.

Age-based Peers

Peer relationships are friendships with kids who are the same age. We have created this through Sunday School and Kung Fu.

Academic Peers

Relationships with kids who are academically the same as our kids is another important group. Each child is in classes at school and outside of school with kids who stimulate them academically. This is also a fairly easy group for us to find.

Gifted Peers

The hardest group to find is the group of kids who are also gifted. Over time this group is slowly growing. I am meeting parents through our charter who are also trying to figure out this unique journey. We have worked to get our kids together. It’s an interesting group because they also deal with sensory, relationship, and emotional issues just like mine. It’s good for them to find kids who are “just like them.”

The Bourn kids are a hybrid.

They are similarly aged, also brilliant, and enjoy similar interests as my kids. This friendship is worth pursuing and encouraging. It is good to learn early that friendships don’t need to be only built on proximity.

When you find friends worth pursuing, you build in, you make choices for, and you grow the relationships strategically.

The sensitivities of gifted children

Disneyland, the Happiest Place on Earth!

I was so excited to take my little girl to this amazing place.

We had been visiting Palm Springs with my in-laws and the whim hit my husband and I.  We left my infant son with them and Chris and I drove the two hour drive to Anaheim.

The next morning we got up and took our sweet three year old to the Land Where Dreams are Made. When we walked in we observed that lots of little girls were dressed for the day. Little Belles, Ariels and Snow Whites where everywhere.

A Cinderella Dress

It was October and we decided to spend the money and purchase Emily a Cinderella dress. Cinderella was the only princess she knew and she could where the costume at Disneyland and again for Halloween.

There are several stores that cater to parents in our same situation and they were more than happy to sell us a very expensive dress with the warning that “all sales were final.”

We could NOT return this purchase!

No problem! It was an absolutely beautiful dress. Emily would look incredible and it was well made.

I took my sweet little girl into the nearest bathroom where we were both excited to put on this lovely dress. I took her clothes off and began to place the dress on her.

All was good for the first nanosecond until Emily began screaming like she was being murdered.

Everyone in the bathroom assumed she was mortally wounded and I’m pretty sure Chris could hear her outside. So, like any good mother, I reasoned with her and tried again. Emily doubled up her efforts and was able to scream louder than before.

I knew I had to cut my losses.

I didn’t want to be kicked out of the Happiest Place on Earth for abusing my kid. So, I placed her back into her soft, comfy clothes and came walking out of the bathroom.

Chris looked at me questioningly. I explained the scenario. I also made sure everyone knew that this dress WOULD be worn this Halloween!

After sewing a complete cotton lining into that outfit, she did in fact wear that costume on Halloween.

(That is not the only thing I’ve had to line. Apparently every dance costume is made out of the same torturous material! Consequently, she only danced in two recitals before we gave up the art.)

Those darn socks!

That was not the first time Emily had struggled with clothing, however.  Other than the tiny, very slippery socks that are put on infants, Emily has not worn socks.

EMILY. HATES. SOCKS!  With a passion!

I can recall sitting on our stairs with her, trying to get out the door on a day that was in the low 40’s, cajoling her into socks. The first try was never the one that worked. The seam wasn’t right, it hurt her toes, it was slightly twisted, nope, the seam again!  Argh! I tried wearing them inside out, I tried different types of materials, nothing worked.

Just wait…there’s more…

But Emily isn’t the only one of my kids who suffers from sensitivities.  Christian hates loud sounds.  Even as a tiny baby he would cry unconsolably when the noise level got too high.

When he would watch a movie as a family and Christian got scared, he would not cover his eyes, he would plug his ears. Eventually when he got old enough to go to the movie theater, he would always bring his baby blanket so that he could cover his ears.

And we learned that we can never be late to a movie because once the previews had started, Christian would NOT walk into a dark movie theater that was so loud.

He also had his own Disneyland terror and that was when the fireworks were set off.  I have a memory of him being on our good friend Seth’s shoulders to watch the show and Christian spending the entire display with his head buried in Seth’s sweatshirt just waiting for the loud noises to be over.

It’s not just us

I have since read and learned that many gifted kids have sensory challenges.

Our kids clearly have auditory and kinesthetic issues. In a previous post I’ve talked about Emily’s strong sensitivity to strong emotions.

Some of these issues can be debilitating and it is so important for me to know my kids and their limitations.

I know how Christian struggles and that it affects him at school. He cannot concentrate when there is noise. His performance plummets and he will dissolve into a whining, crying mess.

Everyone in our family knows this struggle and on our best days we try and help him be successful by providing him with quiet or giving him headphones to use so he can concentrate.

For Emily, I look for clothes that are tag-less and are soft to the touch. Last year I even found socks that are toe-less. Yep, that’s right, toe-less socks!

We have learned that she can brush her hair in the shower with conditioner on her hair. That lessens the amount of physical pain she feels when her hair is brushed. And I also will ask her to leave the room when Christian is going to be disciplined because she can’t handle the extra emotion in the room.

As parents, we know that each of our kids have idiosyncrasies. Kids come in different shapes and sizes and have varying challenges and issues.

These sensitivities are the physical reminder that even gifted kids have issues. And I’m thankful that they constantly remind me to give grace to every child I interact with, gifted or not.

The truth from a reluctant blogger

I have been reluctant to write a blog for a long time.

My husband writes and he’s really good at it. In fact he written some eBooks and is known for his amazing blog. He is also hailed for his speaking.

My daughter also writes. She is only nine, but as I’ve said, since toddlerhood she’s had the gift of words and vocabulary. She has already been a guest speaker at a Toastmaster’s meeting and is constantly writing, whether for school or for her own enjoyment.

I’ve never considered myself a writer.

I’m the kind that buys a new journal and gets two pages in, only to abandon writing and then discarding the book because it’s embarrassing to have journal entries years apart from each other.

Know what I mean?

I think it’s quaint when people write these amazing letters to their kids and keep journals of all their sweet antics throughout their childhood. I have lots of pictures and some memories, but none really written down.

So, why am I writing a blog?

Well, my husband asked me to.

You see, we have these two kids, Emily and Christian. They are amazing, wonderful, and a challenge.

They are also categorized as “gifted.”

Honestly, I hate that word. It feels pretentious. It feels like a word a bragging parent would use to describe a precocious child.

But apparently there’s an actual thing as a “gifted child.”

Emily is my first born.  As I’ve written about before, she was not typical of most kids I’d known or ever interacted with. Early in her school career I knew we needed help.  In order to get this support I learned that I needed some numbers, some scores, that would help the world define who she was.  One of these scores needed was an IQ score.

IQ’s are interesting numbers.

Most of us don’t know our score in this area. I don’t! But I needed Emily’s number in order to get help. So off we went to the psychologist.

After the testing, Emily was placed into a category.  She was not only gifted, but “profoundly gifted.” What in the world? I’d never heard of that. Not long ago we had Christian also tested. He landed in the “gifted” category as well.

I am a people pleaser.

The last thing I want to do is offend someone.

I refrain from making political comments on Facebook or in polite conversation.

I live in fear of offending anyone and have been known to replay situations in my head as I lay in bed when I feel like I may have actually done this heinous act.

So, imagine writing a blog, especially a blog that is about having kids who are “gifted.”

My husband has owned the URL for this site for a while, but I was dragging my feet on writing about this topic.

The questions would nag at me:

  • What if someone thinks I’m trying sound like I have all the answers?
  • What if people think I’m just bragging about my kids and what they can do?
  • What if someone actually has seen my kids in public acting all of the age that they are (or like a two year old)?

What if? What if? What if?

Truthfully, I don’t want all that drama in my life.

I would prefer to float through life having people love me and enjoy hanging out with me.

I’ve been given these kids for a reason.

They belong to my husband and I, and this is a place where I can share our stories.

It’s been an amazing journey.

But it has also been one filled with mountains and valleys. I am passionate about moms helping each other out along the way.

The truth is, if my story and struggles can help someone else, I have done my job.

I will be honest here in this blog.

I do not have all the answers.

I cry a lot and feel like an imposter. I fear that someone will point at me and say that I don’t know what I’m talking about and ask “who does she think she is?”

Here’s who I am:

I’m a mom who’s trying to raise two exceptional children.

I’m trying the best I can and I know that collectively we are stronger than separate.

Join me on this journey?

Routines help gifted kids

It was a Tuesday morning and my kids and I were trying to get out the door to our Latin and writing classes.

Tuesdays are particularly hectic because not only are we at these classes from 11:00 am to 4:00 pm, which requires us to bring lunches for all three of us, but we have to be at Kung Fu, in the neighboring city by 4:30 – 4:30 is when they have to be changed into a uniform, in sparring gear and ready to roll.

Read that again. It’s one sentence. Does that tell you enough about Tuesdays?

That morning we weren’t feeling it

In fact, we were snapping at each other and the kids were having a hard time finding parts of uniforms and homework assignments.

I was getting grumpier by the second and the kids were following suit. Eventually we were all blaming each other and feeling stressed out and the day had only just begun.

As we drove to class, I took the opportunity to reflect upon what had just happened.  We brainstormed ways to remedy the situation for the following weeks.

With a few prompts we all decided that creating a routine would help us.

I am happy to say that now we begin preparing for Tuesdays on Monday afternoon.

We have made a routine

The kids have two bags to pack, one for school and one for Kung Fu.

When they get home from school on Mondays, they are to empty their backpacks and repack them with the binders needed for Latin and writing.

They are to check that their homework is finished and that the pages are stapled appropriately.

Next they pack their Kung Fu bags.

This step is tricky and I have held a boundary of not packing this bag for them.

They know what they need and are to pack each important piece of the uniform.  (They have forgotten integral parts, like pants and t-shirts.  I have held a strong boundary and not “saved” them by running home and grabbing the forgotten items.)

Lunch packing has become a group effort.

We are in a much happier place when we do this part of the routine and we enjoy doing it together.

This routine is fairly new.

We are still working out the kinks, but each week the routine gets tighter and cleaner.  The kids see the benefit of the routine and know that they do not want to return to the out of control mornings that once were happening.

Routines have helped us from the beginning

If I think about it, routines have been important for us since the beginning.

Early in their development I set them on routines for sleep and for eating. I’d read a book called “On Becoming Baby-wise” and it made sense to me.

My kids took to the routines well. We fed the kids on waking up, played for a bit and then I taught them to self-soothe to sleep.

Later, we had a strong bedtime routine that included dinner, quiet play, bath, snuggles, books read together and then lullabies while we rocked before being put into bed awake, but drowsy.

The kids knew where the routine was leading and by the time they were placed into bed there was rarely any fuss.

Predictability helps gifted kids

The predictability of routines seemed to really benefit my kids.

I’ve been using them from the beginning and when things are starting to fall apart that is one of the things I look at first.  Do we need a new routine or does the routine we have need to be tightened up or changed?

In fact, we just had to adjust our bedtime routine to work for my growing children.  We always read together at night.  We love that time together.  Then I would send the kids up to brush their teeth and do whatever else needed to be done in the bathroom before they were tucked into bed and prayed for.

Just recently, however, the kids started fighting in the bathroom.  We had a meeting and decided that this routine wasn’t working anymore.

The routine has changed so that neither child is upstairs in the bathroom at the same time, and we are all happier for it.

Lots of kids and adults benefit from routines.  Kids with sensory issues, fast processing speeds and strong emotions seem to really require routines to help them interact and succeed in life.