Top critical review
Outdated and no real solutions
Reviewed in the United States on February 15, 2016
I wish I had trusted the lower star reviews.
1) As another review said, much of this book is railing against the old classification system. The DSM-5 is out. From what I can tell the classification went from a super specific way of looking at these behaviors to a very broad (aka spectrum) way of looking at them. So something like (rough guess) 80% of the book is not very useful now.
2) The implication that children that aren't above average intellectually are broken. Yeah, the book is about 2e kids but the tone about all the others on the spectrum leave sometime to be desired. To quote another reviewer..."
What's more, the title itself should have tipped me off to the problematic views within. Bright not broken implies that kids who aren't bright ARE broken. And that, of course, is not the case. Different not less applies to children ALL over the spectrum, not just those who are deemed bright."
3) I really, really didn't like tone and all of the stories about the author's children. I think that the idea was to say, "hey, our kids aren't neurotypical and with guidance and help they are all doing well. But it came off, time and time again, like that annoying Christmas/Holiday card that said Everything is Awesome (too bad your kids aren't as smart/pretty/talented/special as ours).
4) One good tidbit to be aware of (that I read elsewhere perhaps published online by the same people):
a) Children whose giftedness masks the disability
b) Children whose disability masks the giftedness
c) Children in whom the giftedness and the disability mask one another
5) Also, this is important when discussing an ASD diagnosis with non-doctors (and doctors actually) (p xxiv) "Although estimates suggest that a majority of individuals with autism may be high functioning, the focus in the autism field continues to be *on those with severe cognitive impairments.* Because of this emphasis on low-functioning autism, the highest-functioning population which includes 2e children, remains misdiagnosed and misunderstood."
So, overall, this book has done zero to further my quest in helping define what I think would be best for my child in terms of beginning his education in public schools. I already know that typical SE schools are too rigid and not academic enough and many don't take ASD children anyway, G&T programs are probably too stressful due to the ASD aspects so that leaves us still without a solution - public or private. The educational framework for 2e does not yet exist for public schools (please give us ICT G&T kindergarten classes with acceptance based on psych testing rather than standardized test!! At least in the beginning).
I suspect that when this came out a five years ago it might have been more useful - less information was available then perhaps and people were working on a different model of understanding.
What is important for people who find themselves with a young child with high cognitive/intellectual potential but with an ASD and/or ADHD diagnosis (2e) is to know that they have *the right to the most appropriate education for their child*. And they will often have to fight for it in a calm, persistent manner. Really, everyone should have this for their children.
I have two more chapters and will add to/edit the review if necessary.