How do you advocate for a non-identified gifted student to receive more challenge in a subject area?
Have you ever had a school move a student to an AP class during the semester?
And how do you advocate for a student that has learning disabilities but is capable of the work with proper supports in place?
My take on this:
1)
A student does not need to be identified as "gifted" to need or benefit from more challenge, a quicker pace, advanced curriculum, etc. As discussed frequently, there are many factors other than giftedness or high IQ involved in contributing to achievement in any particular subject or field. These factors may include a sense of internal motivation, an interest in and/or affinity for the subject, and opportunity. There is a roundup of advocacy resources in this old thread. It is called "gifted advocacy" because it is typically the gifted kiddos who need this type of support when the school does not recognize the student's potential on their own. It could be called educational advocacy, challenge advocacy or any number of other terms. 2) While school policies and practices may vary regarding schedule changes and switching courses or sections, typically a student may move to another class during the first week or two without difficulty. You may wish to check your school policies. If your child wishes to change sections outside of the typical window allowed for schedule changes, she may need to negotiate or self-advocate. This may include requesting the assignments/tests covered to-date and creating a schedule by which she will have completed all work and be up-to-date with the rest of the class. While this may sound daunting, it can be done, especially in an area of interest. This may also help distinguish your child to that teacher and/or to the school, and may be something mentioned in recommendation letters and/or the subject of a college essay and/or interview discussion, etc.
3)
Wrightslaw is the go-to resource for any special needs advice. In a nutshell, your advocacy prep (and/or your DD's self-advocacy prep) might include knowing what accommodations your child would require.
