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Gifted Parents Unite!

© Peggy Kord

You need moral support! You need parenting ideas! You need channels for effective advocacy! You need a Parent Group!

Research contends that one of the necessities of being the parent of a gifted student is being actively involved in some sort of parent group. The key is to become involved in an effective parent group. Effective groups require parents to be knowledgeable, organized, have defined goals and objectives, understand the organization and structure of the local school system, use existing local and state systems be committed and be persistent and patient.

Berger, a gifted educational researcher, contends that in order for a parent group to be effective, the group members must be credible and assist the community. They should be informed about national, state, and local trends in gifted education. They should learn to work cooperatively with gifted consultants, legislators, state education groups, and other parent groups locally and nationally.

Parent advocacy groups can become partners with the school. Research cautions parents from becoming adversaries. There are “pitfalls” a parent group may encounter. Advocates should not use pressure tactics but rather use an informed persuasive approach. Parents should avoid presenting themselves as elitists, having superior knowledge on the subject of giftedness. Introduce your group to the local school board and present yourselves as helpers (of course you have an agenda – but a soft initial introduction is important).

Riggs, another noted researcher, concludes that any parent group for gifted children must learn that it cannot fight the bureaucracy. You must remember that it is bigger than you are! Join it and then try to trigger change from within! Riggs (cited in Greenlaw & MctIntosh) presents, “A Bill of Rights for Parents of Gifted Children” which she feels should be read and reread by parent and parent advocacy groups.

1. Parents have the right to a free public education for their gifted children.

2. The right to an education that enables them to learn all they are able to learn.

3. The right to educators’ awareness that gifted children learn earlier, better, faster, and often differently from most children.

4. The right to be accepted and respected as parents of gifted with legitimate and special learning needs.

5. The right to be involved in the planning for the education of their gifted children.

6. The right to information in the child’s file, and the right to explanations if that information is in unfamiliar terms.

7. The right to freedom of expression as they voice the joys and problems of raising gifted children.

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