Sunday, April 1, 2012


A response to the misconception that  
“Teaching gifted kids to self-advocate won’t work because we don’t offer that in our school."

If we don't, we must! It needs to be in the toolkit of every one who comes in contact with gifted children.

The best method is direct instruction in self-advocacy because it is the most efficient, effective, systematic, and continuous way to help students take charge of their own education.
And better yet . . . providing that instruction to a like-ability group of students assures a common knowledge base, peer networking, and a broader understanding of learner diversity. 

While schools are generally eager to address the needs of other outliers, all too often gifted students do not feel they have permission to ask for what they need. 

As Jim Delisle wrote in Gifted Child Today, 24 (1) 14-15, Winter 2001:
In our rush toward egalitarianism as regards the concept of giftedness, we have lost sight of what should be our primary vision – the gifted child who cries out for attention. 

With our help, the sky is their limit!

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