Communicating with a Gifted Child's Teacher

Working Through the School System to Address Special Needs

May 28, 2009

Making the decision to enroll a child in a public program designed for gifted students is only the first step in advocacy for the child's educational well being.

If parents decide to send a child to a public school with a gifted student program, they will want to be armed with information, be prepared to learn the nuances of the system and keep a strong flow of information back and forth with the teacher. The parent may want to first obtain a copy of any documentation on the schools’ mission statement regarding the gifted. Any programs they have developed should have been based on this overarching mission.

Tips for Talking to the Teacher

The parents should make an appointment with the teacher and arrive prepared with documentation on the child, progress reports, interests and other details to give to the educator. They must focus on the child’s needs first and foremost. While the parents may not agree with everything the teacher plans or says, they will need to work closely with him on an individualized curriculum.

In public schools, funding for programs may be very limited. If the parent is able to offer to do volunteer work with the school on the development of the program, this would be ideal. She should be realistic about the time commitment and expectations. If this is not feasible, offering to work closely with the child on specific assignments or other enrichment activities is a valuable alternative.

A parent who listens and doesn’t try to make unreasonable demands of the teacher or school will be more likely to keep a good flow of information and earn the respect of the educators. Working toward a partnership with mutual responsibilities is a realistic expectation.

The parent who can leave emotions out of the conversation and be logical and rational in her discussions, approach and feedback will be more effective in these interactions. Differences in individual styles and personalities should not stand in the way of a good working relationship.

Dealing With the School Board

Attending school board meetings where gifted programs are being implemented is certainly in the best interest of the parent of a gifted child. If the parent can team together with other parents in the same situation, they are more likely to be heard by the board. Using the internet, a parent can track down local resources, other parents in the area with gifted children and chapters for gifted students.

If the school system has an existing gifted program, the parent should obtain and review all the available documentation. Ideally, this should be done before scheduling any meetings.

Web Resources for Parents of the Gifted

Some of the best national resources to contact include Hoagies Gifted Education Page, which has some first hand experiences of parents along with many educational resources on the web.

American Association for Gifted Children at Duke University is an advocacy group that is the oldest organization of this type in the U.S. They have a wide array of resources including localized groups that are affiliates of the original in North Carolina.

Utilizing all the available resources in combination with working with the school system as well as the individual educator to assess the needs of the child, develop a viable education plan and provide for enrichment opportunities will ensure that parents provide the proper environment for raising a gifted child. Laying the groundwork before formal education begins would be optimally beneficial.

Yahnke Walker, Sally, The Survival Guide for Parents of Gifted Kids, MN: Free Spirit Publishing, 2002.

The copyright of the article Communicating with a Gifted Child's Teacher in Assessing Gifted Children is owned by Therese Haberman. Permission to republish Communicating with a Gifted Child's Teacher in print or online must be granted by the author in writing.