Advocacy 101
1. Know what works with gifted education. Read up on strategies that have been proven to support and challenge gifted students. Be able to “speak the lingo” of terminology common in gifted education. Having research-based strategies to present will make for a convincing argument.
2. Know the Legislature. As citizens, we have the right to vote, but the responsibility to stay informed. A similar concept could be used to describe advocating for your student. Your child has the right to a specialized education beyond that of the regular classroom, as stated in Article 9B. Being informed of the local, state, and national policies as well as the local and state plan can help form a strong basis for any advocacy action.
3. Collaborate. This is a word that teachers here repetitively, but that is because it is crucial to a beneficial education experience. Likewise, collaboration with the teacher, school, and school system is key to advancing your student’s gifted education.
4. Have a plan. What would you like to see happening? How could that be possible? What other parties would need to be involved? What can you do to facilitate the plan, and in what order does it need to happen? Having this in mind would encourage teachers and school members to take action and use your support.
5. Be flexible. Willingness to work with possible opportunities at the school, or share ideas with a teacher or specialist can help create the most beneficial learning experience for your student. Likewise, needs change over time and will consistently need to be reevaluated to best fit the student.
6. Form a group. There is power in numbers, and more supporters working together can help to make action happen. Partnering with businesses, gifted/education associations, and the media can also help to make progress.
7. Communicate. Share your findings with your child’s teacher, as not all regular classroom teachers are aware of the best practices for gifted education. Also communicate your findings with other parents of the gifted to raise awareness and support.
8. Know the school climate and availability. What is possible to achieve within the resources of the school? Understanding the procedures and options available can assist you in forming your plan, targeting strategies, and collaborating with school staff.
9. Stay up to date. Make note of the effort you have extended to advocate for your student. This will help with follow-up and progressing in your actions to whatever the next step may be.
10. Remember: it’s about your child. When it all boils down, at the root should be what is best for your child. Needs, both academic and socio/emotional should to be considered. Insure that throughout your advocacy process, you are keeping your child’s best interest at heart.
Websites and resources to help you along your way to advocacy!
National Association for Gifted Children- This is a GREAT resource to learn more about gifted terminology facts, legislature, and the way to advocate!
North Carolina Association for the Gifted and Talented- This organization works itself to advocate for the needs of gifted students. It is a great resource to see what is happening at a state level for gifted education.
Watauga County's AIG Plan- It's important to know what the local school system states as what constitutes as giftedness, and how that should be served.
Article 9B- A very important law, this is what entitles your student to a special education beyond that of the regular classroom.
Program Standards- Similarly, all North Carolina Counties use this document to shape their plan and standards.
Davidson Institute for Talent Development- This article summarizes best practice steps to take in order to advocate for your child. (A more in depth version can be found here.)
Supporting Gifted Education through Advocacy- This article discusses the "pitfalls" to avoid as well as steps to take in advocating for your child.
2. Know the Legislature. As citizens, we have the right to vote, but the responsibility to stay informed. A similar concept could be used to describe advocating for your student. Your child has the right to a specialized education beyond that of the regular classroom, as stated in Article 9B. Being informed of the local, state, and national policies as well as the local and state plan can help form a strong basis for any advocacy action.
3. Collaborate. This is a word that teachers here repetitively, but that is because it is crucial to a beneficial education experience. Likewise, collaboration with the teacher, school, and school system is key to advancing your student’s gifted education.
4. Have a plan. What would you like to see happening? How could that be possible? What other parties would need to be involved? What can you do to facilitate the plan, and in what order does it need to happen? Having this in mind would encourage teachers and school members to take action and use your support.
5. Be flexible. Willingness to work with possible opportunities at the school, or share ideas with a teacher or specialist can help create the most beneficial learning experience for your student. Likewise, needs change over time and will consistently need to be reevaluated to best fit the student.
6. Form a group. There is power in numbers, and more supporters working together can help to make action happen. Partnering with businesses, gifted/education associations, and the media can also help to make progress.
7. Communicate. Share your findings with your child’s teacher, as not all regular classroom teachers are aware of the best practices for gifted education. Also communicate your findings with other parents of the gifted to raise awareness and support.
8. Know the school climate and availability. What is possible to achieve within the resources of the school? Understanding the procedures and options available can assist you in forming your plan, targeting strategies, and collaborating with school staff.
9. Stay up to date. Make note of the effort you have extended to advocate for your student. This will help with follow-up and progressing in your actions to whatever the next step may be.
10. Remember: it’s about your child. When it all boils down, at the root should be what is best for your child. Needs, both academic and socio/emotional should to be considered. Insure that throughout your advocacy process, you are keeping your child’s best interest at heart.
Websites and resources to help you along your way to advocacy!
National Association for Gifted Children- This is a GREAT resource to learn more about gifted terminology facts, legislature, and the way to advocate!
North Carolina Association for the Gifted and Talented- This organization works itself to advocate for the needs of gifted students. It is a great resource to see what is happening at a state level for gifted education.
Watauga County's AIG Plan- It's important to know what the local school system states as what constitutes as giftedness, and how that should be served.
Article 9B- A very important law, this is what entitles your student to a special education beyond that of the regular classroom.
Program Standards- Similarly, all North Carolina Counties use this document to shape their plan and standards.
Davidson Institute for Talent Development- This article summarizes best practice steps to take in order to advocate for your child. (A more in depth version can be found here.)
Supporting Gifted Education through Advocacy- This article discusses the "pitfalls" to avoid as well as steps to take in advocating for your child.
References:
Advocate for high-ability learners. National Association for Gifted Children. Retrieved from http://www.nagc.org/get-involved/advocate-high-ability-learners.
Davidson Institute Team. (2011) Advocating for exceptionally gifted young people: a guidebook. Davidson Institute for Talent Development. Retrieved from http://print.ditd.org/young_scholars/Guidebooks/Davidson_Guidebook_Advocating.pdf
Matthews, M. (2011). How we formed a parent advocacy group and what we've learned in the process. Gifted Child Today, 34(4), 29-34. doi: 10.1177/1076217511415384
North Carolina Department of Public Instruction (1996). Article 9B, (N.C.G.S. § 115C-150.05-.08)
Shaklee, B., Padak, N., Barton, L., & Johnson, H. (1991). Educational partnerships: Gifted program advocacy in action. The Gifted Child Quarterly, 35(4), 200-203. doi:10.1177/001698629103500408
Advocate for high-ability learners. National Association for Gifted Children. Retrieved from http://www.nagc.org/get-involved/advocate-high-ability-learners.
Davidson Institute Team. (2011) Advocating for exceptionally gifted young people: a guidebook. Davidson Institute for Talent Development. Retrieved from http://print.ditd.org/young_scholars/Guidebooks/Davidson_Guidebook_Advocating.pdf
Matthews, M. (2011). How we formed a parent advocacy group and what we've learned in the process. Gifted Child Today, 34(4), 29-34. doi: 10.1177/1076217511415384
North Carolina Department of Public Instruction (1996). Article 9B, (N.C.G.S. § 115C-150.05-.08)
Shaklee, B., Padak, N., Barton, L., & Johnson, H. (1991). Educational partnerships: Gifted program advocacy in action. The Gifted Child Quarterly, 35(4), 200-203. doi:10.1177/001698629103500408