advice from gifted resource - 09/11/09 12:22 AM
I know a lot of us are in the throes of first-few-weeks jitters and adjustments, so I thought I'd pass on some key pieces of "approaching teachers" advice I got yesterday from a gifted education teacher who's helping with our local advocacy group's efforts. He's been in the system for a couple of decades, has two gifted kids, and is very supportive of parents-as-advocates. Some of this may be obvious to the "old hands" out there but he had some suggestions that I hadn't considered.
N.B. This is mostly relevant for kids who will need differentiation/gifted services in regular classroom settings and don't have access to full-time gifted placements.
1. Try not to overwhelm teachers the first day or the first week with requests--most teachers will be more responsive when they've had a chance to get to know your child a bit and settle in to the school year. (Hard for me! I want an IEP NOW to make sure this whole school thing is going to work this year!) An exception is if your child has a pressing emotional/behavioral need that has to be addressed right from the start (school anxiety, etc) in which case a short note or quick phone call (if teachers have contact info) is helpful.
2. Don't assume teachers have been given all of the relevant paperwork (such as testing results). It can be helpful to send in an extra copy as a "just FYI" without asking for an immediate response/modification to your child's program.
3. Most teachers really want to help. Many teachers feel overwhelmed by the range of kids whose needs they have to meet and by the external constraints such as class size, support for special needs, state testing, and so on. Some teachers have very limited experience with gifted education. Anything you can do to "help teachers help" is appreciated, especially during the chaotic first few weeks. Words of thanks and appreciation and offers of assistance are always welcome.
4. Be very very careful with email because the lack of "tone" can make requests sound like demands.
5. Put together a list of easily-accomplished suggestions for modifications to share at a parent-teacher meeting (higher-level reading books, a different math text or online program, the option of having a laptop in class, subject-acceleration to the classroom of a teacher who's expressed willingness to have your child in the class). Have a few brief gifted ed resources and offer to share if desired (although he told me not to foist books on teachers, or purchase an extra copy of Susan Winebrenner's book...I'm very tempted, nonetheless.)
6. Keep stressing "special educational need" firmly, especially if confronted by teachers or administrators who are more familiar with the critiques of gifted ed than with the practice.
7. Find allies. Make gifted education a part of the PTA conversation. Find local teachers and administrators who are interested in learning more and set up an information session that includes parents and staff.
There's more, but you get the idea...Good luck, everybody! And thanks for all of the words of wisdom y'all share here.
N.B. This is mostly relevant for kids who will need differentiation/gifted services in regular classroom settings and don't have access to full-time gifted placements.
1. Try not to overwhelm teachers the first day or the first week with requests--most teachers will be more responsive when they've had a chance to get to know your child a bit and settle in to the school year. (Hard for me! I want an IEP NOW to make sure this whole school thing is going to work this year!) An exception is if your child has a pressing emotional/behavioral need that has to be addressed right from the start (school anxiety, etc) in which case a short note or quick phone call (if teachers have contact info) is helpful.
2. Don't assume teachers have been given all of the relevant paperwork (such as testing results). It can be helpful to send in an extra copy as a "just FYI" without asking for an immediate response/modification to your child's program.
3. Most teachers really want to help. Many teachers feel overwhelmed by the range of kids whose needs they have to meet and by the external constraints such as class size, support for special needs, state testing, and so on. Some teachers have very limited experience with gifted education. Anything you can do to "help teachers help" is appreciated, especially during the chaotic first few weeks. Words of thanks and appreciation and offers of assistance are always welcome.
4. Be very very careful with email because the lack of "tone" can make requests sound like demands.
5. Put together a list of easily-accomplished suggestions for modifications to share at a parent-teacher meeting (higher-level reading books, a different math text or online program, the option of having a laptop in class, subject-acceleration to the classroom of a teacher who's expressed willingness to have your child in the class). Have a few brief gifted ed resources and offer to share if desired (although he told me not to foist books on teachers, or purchase an extra copy of Susan Winebrenner's book...I'm very tempted, nonetheless.)
6. Keep stressing "special educational need" firmly, especially if confronted by teachers or administrators who are more familiar with the critiques of gifted ed than with the practice.
7. Find allies. Make gifted education a part of the PTA conversation. Find local teachers and administrators who are interested in learning more and set up an information session that includes parents and staff.
There's more, but you get the idea...Good luck, everybody! And thanks for all of the words of wisdom y'all share here.
