Parenting

Parents as Advocates

Frances Karnes concludes in her studies that parents are powerful agents in advocating for appropriate educational placement for gifted children. When parents search for a school that provides a good educational fit, they need to consider whether their child's learning styles match that offered by the school; if there are provisions for the child to learn at his or her own pace; if the curricular content and [Page 671]extracurricular activities match the child's interests and talents; if there are opportunities for students to ask probing questions and explore various viewpoints; if creative thinking and problem solving are encouraged; if the social and emotional needs as well as the academic needs are addressed; and if parents and community members are involved in the education of the child. When a child has been placed in a classroom, an initial meeting with the teacher allows parents to share their child's strengths and any concerns they have about their child. It is helpful when parents share specific examples of student work, interests, or behaviors. When a new program or accommodation is introduced, following up in 2 to 3 weeks in person, by phone, or e-mail is useful for evaluating its effectiveness.

A 1994 research study of 3,554 elementary gifted students and their parents conducted by the Belin-Blank Center at the University of Iowa indicated that parents were appropriately involved in both the academic and the social lives of these high-achieving students. Effective advocates first establish rapport with the school by supporting current programs, volunteering, and sending appreciative notes to educators. These parents serve on district school boards, advisory committees, and parent–teacher organizations.

Knowledge about educational philosophy, district budgets, state mandates, district staff, gifted students, and current issues in gifted education enables parents to communicate with confidence. Parents and educators both want what is best for the child, but come with unique insights into the child's needs, aspirations, interests, and aptitudes. Communication, beginning with the classroom teacher before moving to the next person in command, is built on positives, is respectful, and diplomatic, yet persistent. Parents joining together can speak collectively for the needs of gifted children in the local district or at the state level. Local parent advocacy groups are often affiliated with a state gifted association for support.

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