April 2008
No Child Left Behind legislation dictates - and rightfully so - that schools have students at age appropriate math and reading levels by the third grade. Unfortunately, in the rush to help those at the bottom, the intellectually gifted - those who begin school two or more grade levels ahead of their age peers - are frequently the ones who are left behind.
It may be difficult to understand why an intellectually gifted child would need extra support. If learning for these children is so easy, why should the schools provide support or toss even a dime in their direction?
The 1991 Columbus Group, which defined giftedness as "asynchronous development in which cognitive abilities and heightened intensity combine to create inner experiences and awareness that are qualitatively different from the norm," provides some insight. The group rightfully suggested that Òthe uniqueness of the gifted renders them particularly vulnerable and requires modifications in parenting, teaching and counseling in order for them to develop optimally.Ó
For this reason, gifted students who score in the top 1-2 percent will often feel and act much differently than even moderately bright age peers. Unless special arrangements are made, school can be a frustrating or even downright hostile for these high-end learners. In fact, with few opportunities to explore or share their precocious interests with similarly-aged classmates, a child with this level of intelligence will often feel quite alone.
So what does this mean for parent advocacy?
First and foremost, it means that the parent of a gifted child may need to meet with school officials in order to create a plan to meet the child's academic, emotional and social needs. Making a phone call to the district's coordinator for GT services may be the place to start. Ask if a meeting can be arranged with the GT coordinator, a school administrator and the child's teachers.
If testing information is not available, you might want to bring a portfolio of the student's work to the meeting. Communication and respect are required for a cooperative partnership, so begin by asking what the school already offers or might be prepared to offer a student with your child's strengths.
Avoid an adversarial position at all costs. You will need to work with these professionals, and very little will be gained with impatience. At the same time, provide specific learning strategies or accommodations that you wish for your child, and be prepared to discuss how you may be able to help with those accommodations. For instance, if your child requires a more challenging math curriculum, would you like to see those needs met with subject acceleration? If that isn't possible, can the student be served by a differentiated curriculum within his regular classroom? Could you help the teacher by volunteering in the classroom or providing a tutor during class time? What is the school's policy on full-grade acceleration?
If you feel it necessary, this is also the time to ask for social and emotional support. Can the counselor arrange for your child to meet or work with another student of similar abilities? Adult mentors can also provide wonderful support for gifted children. If the school doesn't already have a mentorship program in place, offer to help organize one.
Above all, be patient with any advocacy requests and provide time for any accommodations to fall into place.