2. Учитель у нас очень веселый а заводной, детям видно нравится. ПОшла посмотрела в параллельный класс, там совсем не то

вот видите как повезло! нам учитель "достался" не тот кого хотели, не заводной и не веселый. Ребенок не устает повторять, что Миссис такая-то ей не нравится. Понятно, что привыкла уже и вроде на вопрос чем не нравится и сказать нечего, но .... нет харизмы наверное.

What we typically give as school psychs is an IQ test, I give the Wechsler Intelligence Scale for Children-Fourth Edition and the Woodcock Tests of Achievement. Both are standardized tests, normed on a national level and describe where a student is in comparison to others of the same age, such as above/below average, superior (to give a few examples). We also look at projects and rubrics such as challenges through regular education and then we look at need: does the child have needs for challenges above and beyond what is available through regular education?? If so, and if preponderance of gifted criteria and need are both met, then special education services can be provided. Special education services can be provided in a variety of ways, including in and outside of the reg. ed room, depending on the child's needs and goals. If services are provided outside of the reg. ed room, such as in a spec. ed gifted classroom, yes the student may have the opportunity to participate with like-minded (or other "gifted") students or sometimes it is just the student working on projects with the gifted facilitator for a specific amount of time each week.

У меня одной такое впечатление, или у вас тоже, что на самом деле ни одного ученика такого в школе нет, отсюда и сослагательное наклонение во второй части?

The Verbal Comprehension Index includes four tests:

Similarities: Abstract verbal reasoning (e.g., "In what way are an apple and a pear alike?")
Vocabulary: The degree to which one has learned, been able to comprehend and verbally express vocabulary (e.g., "What is a guitar?")
Information : Degree of general information acquired from culture (e.g., "Who is the president of Russia?")
Comprehension [Supplemental]: Ability to deal with abstract social conventions, rules and expressions (e.g., "What does Kill 2 birds with 1 stone metaphorically mean?")
The Perceptual Reasoning Index comprises five tests

Block Design: Spatial perception, visual abstract processing & problem solving
Matrix Reasoning: Nonverbal abstract problem solving, inductive reasoning, spatial reasoning
Visual Puzzles: non-verbal reasoning
Picture Completion [Supplemental]: Ability to quickly perceive visual details
Figure Weights [Supplemental]: quantitative and analogical reasoning
The Working Memory Index is obtained from three tests

Digit span: attention, concentration, mental control (e.g., Repeat the numbers 1-2-3 in reverse sequence)
Arithmetic: Concentration while manipulating mental mathematical problems (e.g., "How many 45-cent stamps can you buy for a dollar?")
Letter-Number Sequencing [Supplemental]: attention and working memory (e.g., Repeat the sequence Q-1-B-3-J-2, but place the numbers in numerical order and then the letters in alphabetical order)
The Processing Speed Index includes three tests

Symbol Search: Visual perception, speed
Coding: Visual-motor coordination, motor and mental speed
Cancellation [Supplemental]: visual-perceptual speed

Aльтея, че-то у вас как-то сложно все с Г&Т. Может это нераспространено совсем?

то ли дело в НЙС (на Привете пишут) - спецклассы (прям целым потоком) аж с киндера, тестирование на родном языке - пожалуйста, сразу видно что дело поставлено на широкую ногу.

ты бы рассказала побольше о вашем месте хоть во Всяко-разно в теме про штаты?
(мне вспомнились твои плаканья, как сильно дорого все занятия для детей стоят:)