5 Strategies for Building Effective Parent-Teacher Partnerships … From a Parent’s Perspective

Effective parent-teacher partnerships are essential to fostering a child’s social-emotional success in school. with your child’s teacher is an opportunity to model behavior that exemplifies the benefits of a relationship based on mutual cooperation with an interest in achieving goals. Ultimately, your child learns to be their own advocate by observing your behavior.

Most information that you find on this subject is directed toward teachers. In this post, I will outline five strategies for building effective partnerships based on your child’s needs from the parents’ perspective. They include:

• Communicate Directly
• Don’t Play the Blame Game
• Be Proactive
• Meet Social Emotional Needs
• Keep the Focus on Your Child

Communicate Directly

One of the most important factors in building an effective parent-teacher partnership is to communicate directly. Relaying information should not be delegated to your child unless it is absolutely necessary. Parents and teachers need to find which method works best for both parties and then use it consistently. Digital forms of communication provide a permanent and accurate record of information for later use.

It is never too early to begin the conversation. In the elementary years, it is a good idea to open the lines of communication at the end of a school year with the next year’s teacher. Start each new year with a fresh determination to make it the best one possible. Then, remember to keep the communication ongoing throughout the school year.

Don’t Play the Blame Game

Do not play the blame game or make discussions about your child’s education personal. It’s not about you and it’s not about the teacher.Parents of gifted children often have intense personalities which can impede parent-teacher relations. Finding common ground is a positive approach that will benefit everyone involved.

and other school personnel. Effective communication cannot be fostered when negative feelings are allowed to prevail. At times, this may require the parent to step back and keep emotions in check. Try to understand the teacher’s point of view and realize that they rarely have the final word on many aspects of what is expected from students. Remember, you can always address concerns with an administrator if issues arise that can’t be resolved with the teacher.

"Do not play the blame game or make discussions about your child’s education personal. It’s not about you and it’s not about the teacher."

Be Proactive

Talk to your child every single day and be aware of any situations which might be hindering their progress; either academically or emotionally. If your child suddenly becomes reticent in sharing with you about his or her school day, explore the reasons ‘why’ through further conversation. Keep in mind that gifted children are very adept at manipulation. They understand the importance their point of view brings to the table even at a very young age. Parents should not assume everything their child tells them is an accurate portrayal of an event. Once you have heard their side of the story, contact their teacher to discuss the matter.

Know your options – learn about regulations concerning gifted education in your local area. (See links below.) Educate yourself about gifted education by reading books on the topic, reading blogs, and attending gifted education conferences at the state and regional level. Take time to talk to other parents about your school’s culture relating to gifted education.

Know who makes the decision for your child’s placement and who is responsible for implementing their education plan; teacher, gifted coordinator, principal. In most states, no decision will ever be made without an LEA (local education administrator) present. Know who your school’s LEA is before agreeing to any plan of action.

Whenever possible, seek out teachers who are certified in gifted education or have a reputation for working well with gifted students. This practice may be discouraged by your child’s school administrators, but this should not deter you from doing what is best for your child.

Meet Social-Emotional Needs

Do not minimize the importance of taking into account the meeting of social-emotional needs of your child. Gifted children often must deal with situations that classmates will never encounter such as bullying based on their intellectual capacity, asynchronous development that places them at odds with their teachers and other school personnel, anxiety born out of frustration in dealing with perfectionism, and boredom which can result in underachievement due to lack of challenge.

Many gifted children may also be ; dealing with one or more learning challenges such as ADHD, Asperger’s Syndrome, or a myriad of other possibilities. These children require additional support by parents, teachers and support personnel.

"Parents often view their child’s education through the prism of the parent’s own childhood experiences in school. For better or worse, the educational experience of a child in today’s classroom is vastly different from what you experienced."

Keep the Focus on Your Child

Parents often view their child’s education through the prism of the parent’s own childhood experiences in school. For better or worse, the educational experience of a child in today’s classroom is vastly different from what you experienced. Full inclusion of all ability levels in one classroom, the quest for data based on standardized test results, the at break-neck speed and reliance on teachers to ‘figure it out’ on their own have all led to a malaise in expectations in today’s classroom.

Including your child in the decision-making process is essential and should coincide with their maturity level. All the advocacy and partnering in the world will achieve little if your child is not on board. Do not loose site of your goal to provide an appropriate education for your child. Professionals such as guidance counselors, principals, gifted coordinators, OT specialists and social workers should be consulted when necessary.

Finally …

Parent-teacher relationships . Keep all conversations on a professional level. Get in the habit of sharing good news rather than waiting till problems arise. By adopting a team mindset, everyone becomes invested in your child’s success!

Remember that your child has unique educational needs that may not be able to be met in a regular classroom despite the best efforts of their teacher or school. A flexible approach may include creative scheduling, blended learning (using multiple approaches such as acceleration, online instruction/distance learning, outside mentoring, homeschooling), or project-based learning; the possibilities are endless. Look for evidence-based research to support any request you may make.

"Remember that your child has unique educational needs that may not be able to be met in a regular classroom despite the best efforts of their teacher or school."

Below I have included resources that will start you on the journey to build an effective partnership with your child’s teacher. Take time to look over them and share them with teachers with whom you’ll be partnering. Consider sharing this post with your child’s teacher as well.

What strategies have worked for you? Please share in the comments below.

Links:

 

 

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Photo courtesy of   

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Who Should Teach Gifted Education?

Is it fair to ask regular education teachers to teach gifted education? The question is both simple and complicated at the same time. The variables are as great as the number of teachers teaching.

   

Let’s go with the simple answer first. No. No, it is not fair. It is not fair to the teacher and it is not fair to the gifted student.

   

In his recent , “Do We Know How to Teach Highly Able Learners”, Peter DeWitt states, “I often wonder if highly able learners are snubbed because teachers are unclear on how to challenge them. Given high stakes testing woes, increased responsibilities and higher class sizes, some teachers are burned out and cannot meet the needs of most gifted learners. So instead of finding something new, they give more of the same.”

I don’t wonder at all. If you’re going to teach students who have been identified as {{insert applicable word of choice for ‘gifted’}}, then you should at the very least be certified to teach gifted education. Now, before those of you who are teachers grab your mouse to send me a “who do you think you are questioning the teaching profession” email or parents poised to give me a round of applause … step away from your computers and sit down in your seats.

Here’s a reality check for everyone involved … education isn’t what it used to be. It has lost its way. It has been standardized in a world filled with children who are anything but standard. Who among you would say that your child is like everyone else’s; run of the mill? When did we forget the difference between equality and equity? Whose potential must be realized and whose potential is pushed to the side?

So … who should teach your child? If your school started hiring its teachers from the general populace … people with non-education degrees or no degree at all … there would be an uproar from the public! Why then are highly-abled children expected to be taught by someone without any background in gifted education? Why should we expect a teacher who has been trained in elementary education to be differentiating for someone who may need instruction in calculus?

It’s not easy being a teacher today. It’s especially difficult to teach in a school district with shrinking budgets, no professional development, and a lack of technology. How many parents would like to be judged and potentially punished for whether or not their children succeed or fail in life? Most teachers I know are dedicated professionals, but there are not enough hours in a day to adequately meet the needs of every single child … even with technology … in a classroom spanning 6 or more years of ability.

There are many ways to achieve an equitable education for your gifted child. Look for schools that require gifted education certification and provide a program specific to gifted children. When this is not available, research alternative education opportunities; many of which I have already written about in this blog. Should your child find themselves in a ‘full inclusion’ classroom, share information with their teacher about instructional strategies for gifted children. My blog post on the topic can be found .

Who should teach gifted education? Hopefully, this post has made you contemplate the options and inspired you to become pro-active in advocating for an appropriate and high quality education for your child.

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Happy Birthday, Gifted Parenting Support!

Gifted Parenting Support celebrated 2 years of blogging this past week! It has been an adventure beyond our wildest dreams and has opened up a multitude of doors within the gifted community.

We are fast approaching 35,000 page views and we’re read in over 80 countries! Who would have guessed we would be here just 2 short years ago. It is a testament to the fact that parents of gifted children have a deep concern about parenting and educating their children. We are also pleased at the number of teachers who visit and comment on our blog. This is proof positive that parents and teachers can work together!

Since our first post, Gifted Parenting Support has expanded to Twitter ( @ljconrad ) and we now have our own page on . This has afforded us the opportunity to have an even greater influence with gifted parents, teachers, and advocates around the world. Social Media has added new meaning to the term ‘24/7’.

In the coming year, we hope to add new links and features to the blog. As with any new venture, it is a work in progress. The topics of interest within the gifted community seem endless. We’d be remiss if we did not draw your attention to our blog roll. There are many excellent blogs on the Internet dealing with the subject of giftedness. Please take time to visit them.

Another excellent resource for parents and educators is the weekly #gtchat on Twitter moderated by yours truly. Global #gtchat was offline for a couple months after founder Deborah Mersino moved on to a new position. She is deeply missed, but she will always be remembered for her innovative and collaborative work on Twitter in raising awareness of the needs of gifted children.

Fortunately, through the generosity of the , #gtchat is once again tweeting each week at 7PM EDT/6PM CDT on Fridays. TAGT has provided a page for gtchat on their  as well as a weekly poll of potential topics for the chats and a transcript of each chat. You can follow the latest news on Twitter ‘ @gtchatmod ‘.

There are also two other excellent chats concerning gifted and talented on Twitter that you will want to check out if #gtchat’s time is not conducive to your schedule. The NAGC (US) @NAGCGIFTED has a chat on Wednesday evenings at 8:30 PM EDTand #gtie, a chat from Ireland, begins at 9PM on Sunday evenings (local time)/4PM EDT(US).

Our inspiration … the reason we blog … will always be the gifted children of the world. It is not about careers, our own prestige, or bragging rights ~ it is about our children! Special thanks to all those who join in the adventure!

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Best Practices in Gifted Education

There are times when I think that the ‘best practice’ for gifted education would be to hand the gifted child an iPad and walk out of the room! Of course, this would be the antithesis of what many believe to be  education and far too many gifted children do not have access to this technology. Not to mention, every child … every child … learns differently. Gifted kids are no different in this respect.

So, what exactly does “best practices” actually mean and how does a parent determine if they are being used in their child’s school? Best practices imply that teachers are using instructional strategies that have been proven effective and are research-based.

If you have a good rapport with your child’s teachers, talk to them. They can tell you about the gifted program. Ask if they are being provided with professional development in gifted education. Sadly, we all know the answer to that question. In lieu of that approach, ask other parents who have already had children participate in programs in your school. They should be able to tell you how classes are conducted and how the program is structured.

Essential to a strong gifted program is the use of a research-based method of identification. Talent Searches have a long history of solid research to support their use as a means to identify academically gifted children. In the U.S., the Talent Search model is offered by , , – Western Academic Talent Search, (Belin- Blank), and as well as others.

Gifted education can be taught in a variety of settings. If the school is full inclusion with no separate gifted program, then your child should be given differentiated instruction within the regular classroom. This means ‘different’, not ‘extra’ work. The curriculum needs to be matched to your child’s abilities. To ease delivery of instruction, cluster-grouping should be used with differentiation.

Pull-out programs can give the gifted teacher a bit of leeway in how the classroom instruction is delivered. Teachers may use enrichment activities, independent studies (your child’s choice), Socratic seminars (teaching by asking questions and followed by discussion), and higher-ordered thinking skills exercises. Innovative approaches may include developing skills for mathematically precocious children through subject acceleration, learning journals, and exposure of younger children to discussion of special interests they may have.

In programs not constrained by prep for standardized testing, some practical strategies which can be used in the gifted classroom include providing each student with an individual challenge in their areas of academic strength, a rigorous academic curriculum, and presentation of above grade level content. Provision for prior learning should be assessed and credit granted for material already learned as an antidote to boredom for most gifted students. 

In a perfect world, gifted children would also be able to work and learn with their ‘ability peers’. Multi-age gifted classrooms benefit both younger and older students. The older students peer-mentor the younger ones and the younger students share with those who are ‘on the same wave-length’! Even in a not-so-perfect setting, school districts can provide opportunities for elementary and secondary gifted students to socialize through participation in district-wide programs, field trips, and academic competitions with other schools.

Certainly one of the most researched and a cost-effective best practice in gifted education is acceleration. This can be achieved with early entrance to primary school, subject acceleration, full grade acceleration, ability grouping across grade levels, dual enrollment in university classes while still at the secondary level, and early entrance to college.

Another relatively new way of instruction is to use distance learning with a gifted teacher as a facilitator on-site or virtually. This provides high quality curriculum to students anywhere in the world ~ rural, inner-city, international. Programs are available from (CTY), (EPGY), (GLL), , and ; to name just a few.

Suffice it to say, there are many different ways to provide gifted learners with programs that can help them reach their full potential. Parents need to be knowledgeable about what is available (and you certainly should know after reading this post!), and then advocate for implementation of programs in their school district. You would be surprised at how many teachers simply never knew so many possibilities existed! 

Yes … there will always be resistance on the part of some educators, but you’ll never know if you don’t try. One thing I can assure you is that parents must learn to take the high road – be respectful yet forceful – or you’ll never get anywhere. Treat decision-makers as you would like to be treated.  If you don’t succeed within the system, consider opportunities outside the system. In the end, it is a parental ‘best practice’ to do what you feel is in your child’s best interest.   

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Self-paced Acceleration

Clearly, changes are needed in how we educate our children. Those who are identified as high-ability learners or gifted or profoundly gifted or ‘whatever’ other appellation appeals to your sense of political correctness … must be included within the framework of today’s education reform.

Is it time to re-invent the wheel? I don’t think so. I think it’s time to take a trip down memory lane myself. Back to the days of the one-room school house romanticized in American folklore as a simpler time when the lone ‘teacher on the prairie’ was tasked to educate children as a group composed of many different ages.

Today, the schoolhouse may have changed, but teaching children according to their ability rather than by chronological age is an idea whose time is re-emerging as a real viable option. It’s not as radical as it may seem on face and it is gaining support in education circles. Nascent steps in this direction are already being taken with the introduction of dual-enrollment of high school students in college classes, early graduation paired with early entrance to universities, and even the elimination of grade levels in several school districts; most notably a pilot program in the Kansas City (MO) school district at the elementary level.

So what does this mean for parents of gifted children? I recently read the new book from Corin Barsily Goodwin and Mika Gustavson, Making the Choice: When Typical School doesn’t fit your Atypical Child. Although it is a part of the Perspectives in Gifted Homeschooling Series, I highly recommend it for all parents, not just homeschoolers. It is especially informative concerning 2E kids and provides a wealth of information on many educational options.

What piqued my interest in this book was why so many parents are seeking alternatives and why homeschooling is so appealing for gifted children. Ding … ding … ding! Could it be that these children progress at their own pace? Could it be that these parents were never given this option in their traditional school districts? Could it be that these students have a track-record of success? A word of caution … I am not referring to homeschoolers who make this choice based on religious reasons. I’m talking about gifted children who are languishing in classrooms that require them to ‘stay with the program’ … ‘think inside the box’ … ‘be quiet in the hall’ … and never ever challenge the all important status quo.

About now, many of you are probably thinking … this is a nice topic for a blog … but totally unrealistic. Not so fast! Is this just the pipe dream of an eccentric blogger? Well, I’m glad you asked!

Consider this – schools are strapped for money. These days nothing is off the table when it comes to slashing education budgets. Pay to play and pay to expect anything beyond the basic curriculum is the mantra of many taxpayers.

But what if we move academically gifted students through the school system at an accelerated rate? Students no longer become bored who are able to self-pace through the curriculum, teachers are free to devote more time to students who need more attention, and school districts save money by getting these students through in a shorter amount of time.

Yes, I know … the devil is in the details. It takes time to make radical changes and the powers that be do not like to be challenged. The crux of the matter is this. Parents must be willing to advocate for change that may never be implemented in time for their own children. They must begin to advocate at the very first signs that their child’s needs are not being met by the system. Is this too much to ask? Think ~ grandchildren if you need inspiration. Or perhaps you’ll be fortunate enough to partner with parents who have already started the ball rolling. Whatever it takes … do it now!

It’s a lot to think about, but thinking is a good thing. I do it often and take great pleasure in the results. It’s especially rewarding to think with others … crowd-sourcing a solution to a problem. I look forward to your comments.

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Help Wanted: Seeking Highly Qualified GT Teacher

Okay. I know what you’re thinking. What’s the point … who has the luxury of looking for the best possible teacher for gifted students? Most parents are thankful just having a gifted teacher; and for many, even that is a stretch.

All parents want their children to have quality teachers, but what should parents of gifted children look for in their child’s teacher? Consider this … the gifted education program at your child’s school is only as good as its teachers.

There are certain qualities and qualifications that distinguish the best teachers of gifted students. Here is my ‘top ten’ list of things to look for in your child’s gifted teacher:

10) Highly intelligent, patient, empathetic, out-of-the-box thinker, and gt certified

 9)  Understands the social-emotional aspects of ‘giftedness’

 8)  Lifelong learner who is passionate about what they do

 7)  Seeks out learning opportunities and advocates for their students

 6)  Embraces technology as a teaching tool and understands the value of social media

 5)  Inspires their students; engenders a love of learning through modeling

 4)  Engages their students in the learning process

 3)  Facilitates learning through a variety of strategies such as Socratic teaching

 2)  Collaborates with their students; willing to have ideas questioned by students

 1)  Sees parents as partners


So maybe this is more than ten qualities, but you get the idea. If the personnel responsible for gifted education in your district are not supportive and passionate about what they do, you will have a sense of the quality of program being offered.

Another area to look at is how the school system supports their teachers. Do they require certification in gifted education for their gt teachers? Do they provide professional development in gifted education for all teachers? Is there a gifted education program in place at both the elementary and secondary level so that teachers can see a continuum of support for their efforts? Is there a genuine teacher evaluation system in place that can give teachers beneficial feedback on performance issues beyond student testing?

It’s a lot to consider and certainly more than most parents think they have the time to do. However, it is called responsibility and it is an important aspect of parenting that can’t be handed off to someone else. Just do it!

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Making the Connection: Evidence-Based Policy Decisions and Implementing Best Practices

Change is not an easy thing. In the past, it could take generations to change the way a simple task was performed. In the 21st century, change is driven by social networking through social media outlets. Our inter-connectedness has become the vehicle that brings together the key-players at the global level. And, so it is with education reform and for the purpose of this blog … gifted education reform.

A very distinct difference at work today is a leveling of the playing field. No longer can parental concerns be dismissed because a parent may not have a background in education. In fact, parents should be recognized as a powerful advocacy group no longer separated by geography or culture. Parents of gifted children share many of the same concerns no matter where they live or the nature of their child’s abilities.

The time has come for members of the gifted community – parents, teachers, researchers, and advocacy groups – to come together and engage in practical and meaningful dialog on how to promote the needs of gifted children both in school and society in general.

After decades of research in gifted education, the same issues seem to be discussed with little forward movement in applying best practices in the classroom. This situation is not unique to education. Many fields of research, such as medicine, suffer from a ‘disconnect’ between researchers and practitioners. To address the situation, translational research can be used as a means of providing a ‘two-way street’ of communication so that researchers provide teachers with tools and teachers provide feedback to researchers on what works best in the shortest amount of time. Collaboration and data sharing are critical to its success. Simple concept; albeit late to the party!

So, how will these new connections be forged? Who will provide the impetus to bring all the parties to the table? Consider the benefactor; the one who too often seems to be lost in the shuffle of adult egos and career advancement … the gifted child. Who best advocates for this child? Answer: the parent. Now is the time for parents to take action!

The most effective way to open the conversation between academics and classroom teachers is through professional development. But here’s the rub … today, most professional development provided to teachers has nothing to do with gifted education. Enter ‘parents as informed advocates’. Parents need to form groups or committees to petition local school boards and administrators to provide sessions on gifted education.

There are many bonuses that can come when educators are educated about issues facing gifted students and their needs … a change of attitude, understanding, and acceptance. An improved relationship between general and gifted education can also occur.

To summarize, the best way to connect evidence-based policy decision-making with implementing best practices in the classroom based on newly acquired knowledge is for schools to provide professional development for teachers. To date, an under-utilized resource for making this happen is the parent.

In upcoming posts, I will discuss some successful curriculum models that did make it from research to classroom. These researched-base models can be implemented in a variety of school settings and will serve as a guide for readers who may want to investigate further.

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R*E*S*P*E*C*T

Respect. It’s something everyone wants, but not everyone receives. In fact, in many places it is in short supply these days. In the world of education, it plays a defining role. In countries where respect is evident, students’ test scores shine. Unfortunately, leaders in the education sector haven’t figured this out … yet. They often seem like a cat chasing its tail trying to find the reasons why their schools are failing. They get caught up in the blame game which only makes matters worse.

A glimmer of hope has begun to emerge since the release of the latest test scores from PISA last December. Someone finally decided to compare the high and low scores on these tests to determine the differences between countries and their respective approaches to education.

It is here that we find the reason for the title of this post – R*E*S*P*E*C*T. In the countries which had the highest scores, teachers had the respect of their students, the parents, school administrators, and the community-at-large. There was one other group who was respected by these societies – high ability learners. Surprised? You shouldn’t be. Skeptical? You’re allowed to be. I will discuss these two groups – teachers and academically gifted students - in two separate posts.

First … teachers. As the parent of a gifted student, you may be quick to judgment on this one, but hold on! Admittedly, there are good teachers and there are bad teachers. This holds true universally. BUT … and that is a big BUT … the way in which countries deal with this problem is dramatically different. It has been found that as the quality of teachers increase, so does the respect for the entire profession. And we all know that a good teacher can change a life and the world … forever!

So what is different about the education systems in countries like Singapore, China/Hong Kong, Finland, South Korea and Japan? Why do their students consistently score so much higher on international assessments? Their per-pupil expenditure is much less than in other countries with lower scores such as the U.S. Their teachers are paid on par with other professions (some are subsidized by their governments). Often, class size can be as high as 50 students per class with only one teacher. Many of these countries have few or no standardized tests.

A major difference is that these societies give overwhelming support to their teachers from the day they decide to become a teacher to the day they retire. Teachers are encouraged to become life-long learners. In China, teachers receive 360 hours of professional development a year. 360 hours!!! They are held accountable, but not blamed for their student’s test scores – the student is actually accountable for those.

Teacher evaluation is an ongoing process. In Singapore, advancement is determined by many criteria – student assessment performance being only one part of it. Teachers are also reviewed for their use of best practices, if they use a holistic approach to student development, and to determine if their practices serve as a catalyst in improving school culture. These teachers receive continual feedback on their performance … what is working and what is not. In Japan, teacher evaluation comes from administrators, parents, and community members. An under-performing teacher can be pulled from the classroom for a year and required to go to re-training. It is even possible for a teacher to be redirected to another profession.

In the end, it becomes a matter of respect … well deserved respect for good teachers … who are fairly treated, provided comparable compensation to other valued professions, and who receive excellent professional development. It makes sense to me.

(Respect for gifted students will follow in Part 2.)

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Looking At the Big Picture … How Gifted Kids Learn

“Determine the thing that can and shall be done, and then we shall find the way.”

... Abraham Lincoln

Ever had to remind your gifted child to pay attention to the details? Well, there’s a reason for that! Gifted learners tend to see the ‘big picture’ first and fill in the details later. They conceive of the whole before understanding the parts. As you will see, this can be a challenge for gifted teachers.

If you look at the great thinkers throughout the course of human history, you will see people who postulated theories and then set about proving them. In their time, they were often referred to as ‘dreamers’ and ‘visionaries’. The universally accepted scientific method is based on this process. Conceptualizing our destiny is the driving force that moves us forward as a species.

As a parent of a gifted child, you have the enviable task of guiding your child to appreciate their ability to see the big picture and then to understand the process of how it all came together.

This also points out the critical need to increase teacher training in gifted education and professional development for all teachers who work with gifted students in their classroom. Teaching a gifted child requires a radical departure from traditional teaching strategies. Educators as facilitators must be able to identify the ‘big picture’ concepts that they wish to teach and then develop a sufficiently challenging curriculum. This is sometimes referred to as whole-to-part sequencing where students are shown a complete model and then taught the various parts that make up the whole model. Lessons learned in this manner can be spread out across the curriculum to increase the student’s knowledge base in multiple areas that they are studying.

Motivating gifted students is a recurring theme in gifted education. By understanding how a child learns, a teacher can be a catalyst in the child’s life by providing appropriate learning experiences which in turn motivate the student. How many times has your child come home from school lamenting the fact that they are bored? Teachers are trained to introduce material step-by-step which works well for a majority of their students. For the gifted child, it is monotonous and a sure-fire way to turn them ‘off’ from learning at all. These children thrive when presented with complex issues and problems and teachers must be willing to provide ‘big pictures’ as a starting point.

In my work, I am often asked if gifted teachers need to be gifted themselves. My reply, “It wouldn’t hurt!” I realize that this isn’t always the case and many teachers would argue that it isn’t necessary if they receive the appropriate training. However, I would contend that at the very least parents must advocate for qualified teachers with certification in gifted education. It has been a long time coming, but many universities are now offering certification and master-level course work in gifted education.

Finding the right teachers and school settings can be difficult at first. However, in the grand scheme of life, it is well worth the effort. Your gifted child will blossom when you find the right mix!

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