Resources: Parent Centered
Evaluation of the Effects of Programming Arrangements on Student Learning Outcomes
From the 3rd paragraph: “In terms of achievement, gifted children attending special programs (specifically special schools, separate classes and pull out programs) performed better than their gifted peers not in programs. Don’t miss your chance, go to online casino australia only here good luck awaits you!”
Gifted Parents Help Blog
Helpful information and resources for parents of gifted children.
Helping Gifted Children and Their Families Prepare for College: A Handbook Designed to Assist Economically Disadvantaged and First-Generation College Attendees
by Avis L. Wright & Paula Olszewski-Kubilius (1993).
Highly Gifted Children in Full Inclusion Classrooms
“Part of establishing an inclusionary school environment is making sure classroom language and social interactions are not hurtful to any child. As Ayres & Meyer state, “Inclusion has no conditions and makes no differential value judgments. Everyone belongs, everyone is welcome, and everyone has a contribution to make” (Ayres & Meyer, p. 31).”
“Gifted students, especially the highly gifted, are probably the one group in our schools for whom the inclusionary principle of “Age-appropriate placement in local public schools” (Conn, 1992, p. 28) is not developmentally appropriate. Longitudinal research with this group strongly supports multi-age grouping, especially of intellectual peers (Hollingworth, 1926; 1942; White, 1984, 1990); the social as well as academic benefits of both subject and grade acceleration (Elkind, 1988; Gross, 1993; Stanley, 1978; Terman, 1925); and the need for several sets of peers (Silverman, 1989; Webb, Meckstroth, & Tolan, 1982).”
How parent advocacy groups can make a difference: An interview with Christine Smith
At the Davidson Institute, it has been found that a group of parents working together to advocate for an appropriate education for their gifted children generally gets better results than one parent advocating alone. In an effort to help facilitate the building of more effective parent advocacy groups, this is the first of a series of interviews with persons who have helped form or have led groups.