![]() Even in the most stimulating environments there will be times when a class doesn’t interest your child. “I’m bored” doesn’t really give you enough information. Talk to your children about whatever problem they’re having in school and try to get them to be as specific as possible. Had this mother not prepared herself beforehand, she might have given up after receiving her daughter’s test scores in English.īegin with your child. Gifted children need to have a voice in any decisions about their education. But the teachers and principal were willing to arrange for her to attend seventh grade math and science classes, with an option of moving into the eighth grade, if needed. ![]() All I wanted was for her to have the education she needs, however that could be arranged.” As it turned out, the school claimed that the gifted program did not focus enough on math and science. She told me, “At some point along the way, it became less important that my child get into their gifted program. In addition, she researched the philosophy of gifted education programs available in the district, and created a portfolio of her daughter’s projects at home and in courses offered at community centers.īecause this parent did some preliminary research and took time to organize her thoughts, she felt ready to present a strong case for Marisol’s need for more advanced instruction in math and science. She arranged to have her daughter tested by a professional who could administer standardized tests more suitable for bilingual students. During the summer, I helped her mother get organized for the new school year. But the school never identified her for the gifted program because her verbal scores were less exceptional. I know a mother from Ecuador whose sixth-grade daughter, Marisol, has an exceptional ability in mathematics and science. Some of the difficulties parents have communicating with the school can be avoided with the right preparation and planning. We often hear stories of parents trying to convince a school of their child’s unmet needs, and of frustrated attempts to get someone-anyone-to respond to repeated requests for help. Parents attending workshops often ask, “What do I do if my child is unhappy in school?” The answer may seem obvious to some, but to most parents discussing their child’s difficulties in school can be intimidating. When gifted children struggle in school, they often have no other advocate than their parents. We thank Joan for updating the article, providing new references and resources, and ensuring its relevance in 2015. Joan Smutny first tackled this topic for Parenting for High Potential in 2002, but her practical, step-by-step approach is still very applicable today. The Value of a Davidson Academy EducationĮditor’s Note: One of the most common questions NAGC receives from parents is, “How should I advocate for my child in the classroom?” Dr.
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