btbnnyr wrote:
Another thing that I thought when I read the paper was that the profiles and outcomes might be getting less and less accurate the farther and farther they diverge from NSC, the profile of the authors. The authors become increasingly mind-blind to the children from WISC to ESC to CSC to SCSC, so their assumptions about the children's abilities and disabilities and developmental trajectories become increasingly off.
This is an interesting point.
As I said, I feel that WISC describes me
very well. I actually found the paper incredibly useful since it illuminated a situation that I think caused me a lot of problems when I was younger: adults didn't see me as disabled, but my peers relentlessly bullied me because my issues were perceived much more accurately by them than by adults.
I really do feel like adults typically were really blinded by my (at least theoretical) intellectual abilities. I think a kid who seems intellectually gifted and is not "disruptive" (i.e. hyperactive) is probably very easy to overlook even if there are very significant issues elsewhere. For me it was not until bullying got so out of hand that I had blatantly obvious problems (like going into full-on meltdown when it was time to go to school, and eventually not being able to attend) that anyone seemed to realize there was anything wrong, though I tend to wonder if even were it not for the bullying, my executive function issues (which are a
major problem for me in college, to the point where I'm pursuing being evaluated for ADHD) would have started to noticeably work against my supposed intellectual gifts.