An effective and meaningful classroom for high-ability students is one in which teaching and learning is focused on meeting students' intellectual, academic, and psychosocial needs using specific strategies to impact their learning today as they prepare for tomorrow. As parents become more engaged with teachers, it also is important for them…

Although ADHD may be overdiagnosed in gifted children, ADHD and other disabilities can also be overlooked in this population. Young children in particular may be able to compensate for their disabilities to the point where these weaknesses are effectively masked by their giftedness, delaying a diagnosis and intervention. Such twice-exceptional…

It is report card time at your child's school. You are curious as to how your child is being perceived and how well the teacher is meeting his or her needs. As you expect, there is a neat line of good grades. At the bottom is written this note: "(Your child) is doing well on her school work, but she does not suffer fools gladly."…

Today the author received the umpteenth parental request from a mother wanting help with her child who is reading far above grade level and yet remains in an on-grade-level reading group. The frustration from this and every other parent who has spoken to the author about this subject is palatable. Parents want what is best for their child, but in…

This article elaborates on parent advocacy groups, a key component in meeting the needs of gifted children. The case for parent groups couldn't be stronger--or more urgent. According to Nancy Green, Executive Director of the National Association for Gifted Children, "Quality gifted education exists in places where there are strong parent groups."…

"Developmentally appropriate practice" (DAP) is a term tossed about by practitioners as if everyone understands exactly what it means. DAP seems self-explanatory in that it requires educators to use only those strategies for teaching and discipline that are appropriate for the age of the child. The basic tenet of DAP rests on the assumed knowledge…

Today's gifted children in middle school truly need advocates to ensure that school remains challenging through the middle grades and that the actions related to learning and talent development are positive experiences. Middle-grade advocates need a reason, a bit of prep, and a plan in order to be super advocates for children. As Chair for the…

The rapid growth of the Talent Search movement from its early roots with the work of Julian C. Stanley's Study of Mathematically Precocious Youth (SMPY) unquestionably resulted from strong partnerships with schools. In this article, the authors share some of the early obstacles that had to be overcome in order for partnerships to be established,…

Experience and research repeatedly illustrate the need for and value of parent advocates--as parents know their child best. Parents need to be prepared to take a positive, proactive, and focused role with teachers and administrators in their child's school to find the best programming for their child. Academic acceleration should be considered as…

The author was pondering the parent perspective of acceleration, and she realized that people are always hearing "ifs" and "buts" when discussing this topic. There are many "if" and "but" questions. In this article, the author focuses on the following four: (1) "If" my child is complaining of being bored in class, does that mean he or she needs to…

As chair of the Parent and Community Network, the author gets e-mails from parents asking how they should handle their gifted child. Concerns range from super sensitivity to enhancing content areas in which their children excel. Although differentiated instruction is a hot topic in the field of education, many parents find that the teacher with…