Advocacy in one form or another is something most of us do every day, with your child’s teacher, the school board member you’ve run into at the grocery store, or with a letter to your Congressperson. Below is a 'Top Ten' list of strategies to help you advocate for the gifted.
After discovering your child needs something different in school, your child’s teacher is your first contact. Though the thought of approaching the teacher can be daunting, there are several actions you can take to increase the chances of a successful outcome:
If the teacher does not have the ability to help, you will be ready to talk with the principal, superintendent, and, if necessary, the school board. You might find you need a bigger voice. Parent Groups can be more effective in creating change than individual parents.
Remember to speak positively at home about your child's teacher and school. Complaining about the teacher or school allows your child to blame the teacher for his or her own lack of effort.
You are the most important advocate for your child's education, so don't be shy; just do it with tact and flexibility.
National Association for Gifted Children
- Talk with your child about exactly what happens in the classroom and what he/she might like to see change.
- Collect information about the options in your state, district, and school. Contact your state’s gifted association or go to the state pages of the NAGC website to see what the education policy is in your state. Talk with the district curriculum coordinator or gifted coordinator, if there is one, about options for advanced learners in your district and school.
- Understand the laws, Individuals with Disabilities Education Act (IDEA) and Free and Appropriate Public Education (FAPE) as they apply to gifted programs in your district.
- Determine if an Individual Education Plan (IEP), document that is developed for each public school child who is eligible for special education, or Differentiated Education Plan (DEP), a student plan that articulates the differentiated curriculum and instruction services that match the identified needs of the K-12 AIG student, are appropriately used in your district, what the policy/plans are with these, who should have one, what teachers are appropriately applying the strategies and requirements of the IEP/DEP's. Utilize professional development, if necessary.
- Develop a description of what it is you want to happen. Is it a modification in the way students are identified for the for admission in a gifted program, or for more challenging work in a specific discipline(s)?
- Request a meeting, with the teacher, AIG Facilitator, school, or district, to discuss planning, funding, or curriculum.
- Make sure you walk out of your meeting with clearly defined “next steps” and a timetable.
- Think about how you can be a partner with your child's teacher. Are you able to spend some time in the classroom? Can you bring in mentors?
- Approach the teacher as an ally in your child’s education, not a roadblock. Be open to what he/she says, acknowledge the limitations in the system, but be firm in moving towards your goals.
- Advocate as individual parents and join others as well.
If the teacher does not have the ability to help, you will be ready to talk with the principal, superintendent, and, if necessary, the school board. You might find you need a bigger voice. Parent Groups can be more effective in creating change than individual parents.
Remember to speak positively at home about your child's teacher and school. Complaining about the teacher or school allows your child to blame the teacher for his or her own lack of effort.
You are the most important advocate for your child's education, so don't be shy; just do it with tact and flexibility.
National Association for Gifted Children
Stephens, Kristen. "Promoting Gifted Education in Your Community." Editorial. Parenting for High Potential, Sept. 1998. Web. 1 Aug. 2016.