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Laura Vanderkam, co-author of Genius Denied, provides a detailed listing of the various discussion topics for book discussion groups reading Genius Denied. The list is broken down by chapter, providing several questions that correlate with the specified chapter.
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This full text article by Stephen Smith is tailored more to the learning disabled child, but the information on IEPs provided is still valuable. Working together, schools, teachers and parents can create an IEP that will help the child in question to be challenged at his or her level. The author specifically addresses making the transition from IEP to classroom practice.
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This full text article by James Delisle discusses parental advocacy in the school. It suggests questions a parent can ask a principal, teacher and the student in order to see if needs are being met. Pull-out programs are also discussed in this article. The author stresses the need for the pull-out teacher and regular classroom teacher to interact so that the child's needs are understood.
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This article by Julia Osborn is the third in a series of three articles on the processes parents go through in raising an exceptionally gifted child. This article, based upon a study of 12 exceptionally gifted students, discusses the experiences of these parents in advocating for appropriate school placement for their children. A list of practical advocacy recommendations is included.
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This article by Judith Wynn Halsted discusses the role of reading in the educational development of gifted students. The author states that it is important to "consider their intellectual and emotional development in light of reading and literature. What are the intellectual and emotional challenges they face specifically because they are gifted? What reading programs can be offered to help them meet these challenges successfully?"
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Everywhere we turn, parents are encouraged to be more responsible for their children's education. Most educators would agree, minimally, this means sending our children to school ready to learn, with a good night's rest, and a belly full of breakfast. Being responsible for our children's education also means advocating for them when a problem occurs at school. This article by Onnie Shekerjian offers help with advocacy. It includes 10 simple tips for parents. Each tip includes a brief description of how to implement it in action.
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Parent-teacher conferences provide excellent opportunities for home and school to unite in an effort to enrich a child's social and academic growth. This article by Arlene DeVries offers tips for parents on how to handle parent-teacher conferences. She offers a list of things to consider and ask during the conference.
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This article is the second in a series of three on the processes parents go through in raising an exceptionally gifted child. This article, based on a study of 12 exceptionally gifted students, is a discussion of the educational experiences of these students and the controversies that their parents confronted regarding schooling. Osborn lists the issues and varied resolutions regarding reading, writing, mathematics and friendship.
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This full text article by the Davidson Institute for Talent Development offers parents tried-and-true strategies they can use to optimize their chances of changing the attitudes of teachers and administrators and find a solution that will optimize their child's education. These strategies include the following tips: obtain an assessment; be prepared; schedule a meeting. Advocacy is an ongoing process and parents need to remember there are no perfect schools, perfect classrooms or perfect teachers. As a child grows, additional accommodations w...
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This article by Christine Neville is a guide and "How To" for parents on creating a portfolio that will demonstrate specific abilities, developmental needs, and valid, concrete data for teachers and administrators who will in turn provide appropriate learning programs for the gifted child. Because teachers and administrators understand that a gifted student is out of "sync" with the class, it is important that the portfolio highlights what is being offered in the regular curriculum to the child and then focus on the developmentally appropriate ...
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