Advocating for Your Gifted Child
The Duke Gifted Letter always contains informative articles. The current issue contains a useful article about how to advocate for your gifted child. The article, titled Administrators of Gifted Programs: Paying Attention to the "Man Behind the Curtain," by Rick Courtright, explores the ways in which you can successfully interact with your child's administrator of gifted programs. Remember that the administrator of gifted programs (AGP) could hold any one of several professional roles in a school system. The APG could be:
- the designated coordinator of gifted education at the central office,
- the superintendent or a principal,
- a lead teacher, or
- the gifted resource specialist in a school.
In the article, Courtright highlights two different types of advocacy, microadvocacy and macroadvocacy:
- Microadvocacy refers primarily to the work of individual parents who are attempting to bring about individual changes for their children. According to Courtright, "Microadvocacy involves seeking an alteration of attitudes, beliefs and practices of those who work most closely with one child: the teacher, guidance counselor, gifted resource teacher or specialist."
- Macroadvocacy refers to the work of parents, practitioners, and policy makers who are seeking to change the educational landscape for a large number of children. As Courtright notes, "Macroadvocacy involves the process of bringing change(s) that affect many students—the attitudes, practices, policies and resources at the district, state or national level."
You might decide to try microadvocacy when a teacher does not recognize your child’s high abilities and is not providing enough challenge. Courtright argues that, for a variety of reasons, it is always the best political strategy to begin with your child’s teacher. In the article, he lists several things to remember when working with your child's teacher.
-
Be sensitive to the fact that the teacher must share his or her time and attention with all of the students in the classroom, including those with disabilities and English language learners.
-
Offer compliments and let the the teacher know if you admire something that he or she has done inside the classroom.
-
Mention what you are willing to do as a parent in order to be supportive.
-
If your child is in the upper grades, consider including him or her in your discussions with the teacher. You may even wish to bring your child along when you meet with the teacher face-to-face.
-
Offer the teacher some specific strategies that you would like to see implemented, such as giving your child alternative assignments, compacted lessons, or a referral for additional screening and evaluation.
-
Before you meet with the teacher or with someone else at your child's school, research the school district's rules and regulations so that you can fully understand the district's policies.
-
Confine the discussion to your child only. Do not discuss other children.
-
Remember that the teacher is a busy professional. Treat him or her with respect and understand that the teacher may not be available to you at every moment. Schedule meetings ahead of time and plan for them accordingly so that you can use that time efficiently.
Macroadvocacy will be covered in the next issue of the
Duke Gifted Letter. To subscribe (free),
click here.