Advocacy toward the appropriate learning environment for a gifted child can be frustrating. Although many school districts have prepared their gifted identification and teaching standards in pamphlet form readily available for distribution, there remain some school districts who seem to regard gifted identification simply as a prize sought after by over-zealous parents. With this in mind, it is understandable that some gifted advocacy meetings become uncomfortable, confrontational, and unproductive. In an effort to keep your own meetings positive and productive, think of your meeting as having three equally important phases for which to prepare: Before; During; and After.
Before the meeting, gather and organize information on the topic(s) you intend to discuss. Research questions on your district and state websites beforehand. If you have questions regarding your school district's gifted identification criteria, for example, print up and review online information and have at hand any pre-existing personal documentation referred to online such as copies of your child's report cards and standardized test scores. Ask yourself:
- What do I want to know/better understand by the completion of this meeting?
- What documents might I need to support my line of reasoning?
- Is there someone I can take with me to take notes so that I can focus solely on the discussion?
During the meeting, take notes next to related text on copies of personal documents or internet research print-ups. By doing this, you will be better able to later identify discrepancies. Keep a professional tone. Emotions often run high when parents find that they may not have the last word regarding situations pertaining to their children. Stay focused on the topics and questions that you are prepared to discuss. Remember to:
- Stay on topic.
- Take organized notes directly on document copies.
- Fight confrontational urges.
- Write down questions to address at a later time.
As soon as possible after the meeting, review your notes. Correct any spelling errors and complete any interrupted written thoughts while the conversation is fresh. Circle or highlight names, titles, and phone numbers brought up during the meeting. Then, put the information away for a day or two. When you come back to it, you will find that you are better able to objectively review and interpret the information. Ask yourself:
- Were my original questions answered completely?
- If not, are there discrepancies between my research and the information provided at the meeting?
- What information is accessible to me to clarify the discrepancies?
- To whom do I direct my additional questions and concerns?
- What is my next step?
Intervening on your child's behalf can present emotionally charged situations. Understanding your and your child's rights, arriving prepared, and retaining your cool during discussions about your gifted child's education can serve to alleviate stress and encourage meaningful dialogue to get your questions answered and your concerns addressed.
Please email me with your comments and questions.
Linda Mocilnikar - I have nineteen years of personal and professional experience with gifted advocacy and other topics of interest regarding the best and ...
