Advocacy for gifted children –
teaming with educators and legislators
If you're new to my blog, you might want to start with an overview of my vision - teaching gifted children to self-advocate. You can also find more details in an article for parents and my 2004 action research summary from the Roeper Review.
By definition, self- advocacy is the process of recognizing and meeting the needs specific to your learning ability without compromising the dignity of yourself or others.
Yes, I believe wholeheartedly that students (and especially those who are outliers) must play a major role in making sure they have appropriately challenging and satisfying educational experiences. No one knows better than they what is going on in their heads and hearts as they sit in class, walk the halls, complete assignments, interact with their peers and teachers.
Most gifted kids are not naturally adept at self-advocacy, however. In fact, their naive attempts often can get them into trouble and it's best if we teach them specifically why and how they should speak up. When students, parents and teachers work as advocacy partners they form a wonderfully right triangle. The children are the foundation, leading the way, while the adults support them from all directions.
I hope you'll browse through past entries, all geared toward self-advocacy in one way or another, and let me know if you find something that strikes a cord with you and your family. And check out all the other NPGC Blog Tour sites.
As I wrote when I started this adventure. Too often, one voice sounds like whining; many voices sound like a cause. There is great power in collaborative advocacy. Together we do make a difference for the gifted people we know and love.