| Barbara J. Gilman, M.S., The Art of Gifted Advocacy |
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The Art of Gifted Advocacy
How Informed Advocacy Can Produce the Best
Accommodations, Even in Difficult Times
Educating parents to advocate successfully for their gifted children in
school has never been more important. To save money in a
recession, many schools are reducing gifted programs and
services. Yet, parents who understand their moderately gifted, highly
gifted, twice-exceptional or underachieving gifted child’s needs, and
are aware of options that benefit such students, often obtain better
accommodations through negotiation than the gifted program would
have provided. How do they do it? This presentation will address
how parents of gifted children in school and homeschooling can
improve their knowledge of their child’s learning requirements for
more effective advocacy when the need arises.
Funding shortages also beg the question: How can schools
advocate for gifted students with cost-effective programs that do a
better job of meeting gifted learning needs? In order to avoid undue
stress on the classroom teacher, school personnel may find this a
good time to rethink gifted programming with delivery systems that
are more recession-proof. Please join this exploration of smarter
ways for parents and schools to ensure quality gifted programming.
How Informed Advocacy Can Produce the Best
Accommodations, Even in Difficult Times
Educating parents to advocate successfully for their gifted children in
school has never been more important. To save money in a
recession, many schools are reducing gifted programs and
services. Yet, parents who understand their moderately gifted, highly
gifted, twice-exceptional or underachieving gifted child’s needs, and
are aware of options that benefit such students, often obtain better
accommodations through negotiation than the gifted program would
have provided. How do they do it? This presentation will address
how parents of gifted children in school and homeschooling can
improve their knowledge of their child’s learning requirements for
more effective advocacy when the need arises.
Funding shortages also beg the question: How can schools
advocate for gifted students with cost-effective programs that do a
better job of meeting gifted learning needs? In order to avoid undue
stress on the classroom teacher, school personnel may find this a
good time to rethink gifted programming with delivery systems that
are more recession-proof. Please join this exploration of smarter
ways for parents and schools to ensure quality gifted programming.
Barbara J. Gilman, M.S., is Associate Director of the Gifted Development Center in Denver, where she has worked since
1991. She holds degrees in Child Development and Psychology, and has extensive experience assessing gifted
children and making educational recommendations for them. She specializes in highly gifted children and gifted
children with learning disabilities, AD/HD, and underachievement issues. A mother of highly gifted sons, she is a
veteran of gifted committees, helped create an accelerated charter middle school, and is a popular speaker for parents
and teachers on advocacy and classroom accommodations for the gifted.
Bobbie devotes much of her time to school advocacy consultation, helping parents worldwide to document the unique
instructional needs of their gifted student, find curricular options that meet the child's needs, and negotiate with school
personnel for programming accommodations. As a member of the National Association for Gifted Children's Task Force
on IQ Test Interpretation, Bobbie has recently been writing and speaking extensively on the appropriate use and scoring
of current major IQ tests with gifted children, and working with test companies to create tests capable of assessing our
most highly gifted children.
1991. She holds degrees in Child Development and Psychology, and has extensive experience assessing gifted
children and making educational recommendations for them. She specializes in highly gifted children and gifted
children with learning disabilities, AD/HD, and underachievement issues. A mother of highly gifted sons, she is a
veteran of gifted committees, helped create an accelerated charter middle school, and is a popular speaker for parents
and teachers on advocacy and classroom accommodations for the gifted.
Bobbie devotes much of her time to school advocacy consultation, helping parents worldwide to document the unique
instructional needs of their gifted student, find curricular options that meet the child's needs, and negotiate with school
personnel for programming accommodations. As a member of the National Association for Gifted Children's Task Force
on IQ Test Interpretation, Bobbie has recently been writing and speaking extensively on the appropriate use and scoring
of current major IQ tests with gifted children, and working with test companies to create tests capable of assessing our
most highly gifted children.
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| Barbara J. Gilman is the author of the award winning Academic Advocacy for Gifted Children: A Parent's Complete Guide/(2008). Elaine S. Weiner, who reviewed Barbara's book in the California Association for the Gifted's _Gifted Education Communicator, states, "It isn't really a book; it is a complete education with answers to all your questions and a lifetime guide." |
| Additional Book Reviews for Academic Advocacy for Gifted Children: A Parent's Complete Guide (2008) |
Bobbie Gilman is the author of Challenging Highly Gifted Learners.
It is part of The Practical Strategies Series in Gifted Education
It is part of The Practical Strategies Series in Gifted Education