What is the WISC-V?
The Weschler Intelligence Scale for Children – Fifth Edition, or WISC-V, is an individually administered intelligence test, or IQ test, designed for children between the ages of 6 and 16. In total, the test only takes about an hour to administer; however, children may take the WISC-V as a part of a more comprehensive neuro-psychological evaluation which may take several hours.
Education has the power to illicit change – to shape the minds of the next generation – to lay the foundation for progress and success. Parents entrust educators to aid in the rearing of their children. However, our education system often fails to recognize its place in the long-term development of children and settles for simply attempting to upload information into students’ brains without regard as to its value or usefulness. We must take advantage of the childhood years – the years of which a child’s brain is still changing --- the years in which a child’s moral compass is steered. We must not simply teach our children fact-based lessons. We must also teach them how to think and how to learn.
While I firmly believe that admissions requirements and qualification criteria must be relevant to the program for which they are assigned, I also believe that we must give students every opportunity to reach their fullest potential. An accelerated math program that effectively allows students to skip a year or more of math must ensure that the students in the program have the necessary background information, but this same requirement means that parents must seek out additional education opportunities for their children to ensure admittance into these programs.
Please note the heavy irony and satire. This essay is modeled after Johnathan Swift's 1729 essay "A Modest Proposal for Preventing Children of Poor People."
It takes years to figure out what’s bothering him, and even then it’s hard to pinpoint. To him, it’s just “too much.” He can’t explain it. He can’t verbalize his frustration – his anxiety – or give you a reason why because it’s not one thing – it’s everything. He’s overstimulated. He feels everything in extremes. It’s intense. His senses are overloaded.
(Child B) She can’t stop moving. She needs to touch everything – grab everything. Her nails are chewed down to the nub. She rubs her blanket between her fingers until the fabric is worn down to almost nothing. She tugs at her clothes and chews on her collar. She’s overly affectionate and far too physical with those around her. She turns the music up way too loud. She sits far too close to the TV. She absorbs her surroundings like a sponge. Then, she crashed. It wasn’t enough. Now it’s too much.
(Child C) As mom puts socks on his feet, she holds her breath. Please let the sock seams not be too much today. They’re the same socks as always, but they’ve been washed again. The day has barely started; both mom and son are already exhausted. It’s a chore to get dressed in the morning. Even his carefully selected wardrobe causes intolerable discomfort. He feels things in more detail – with more precision – with more everything. He can feel every thread count in his shirt.
Three different children with sensory hyper- or hypo- sensitivities, but not all of these children have Sensory Processing Disorder. Some may have autism. Some are just going through a phase much like another child might obsess over Paw Patrol or eat the same meal for weeks on end, but they’re all over or under responsive to sensory stimulation.