Procedural Safeguards and Advocacy Issues
Advocacy
We must become the advocates for the continued development and implementation of gifted programming. The current trend is to slash budgets and special education (especially gifted education) usually winds up near the top of the list..
“. . . Gifted educators now need to advocate for gifted programming at the local school level. They must be willing to reach out to their colleagues within their school building through a systematic, continuous program to gather support for gifted programming. By becoming advocates and public relations strategists for the program within their own school, teachers of the gifted will help to promote the merits of gifted programming and remove the perception of elitism held by many professionals who are not involved in gifted education (Karnes, Lewis, & Stephens, 1999; Kiger, 1998).” (Using Public Relations Strategies to Advocate for Gifted Programming in Your School by Kevin Besnoy)
What can I do?
How do we gain support for our gifted programs? Who do we approach and invite to be our allies? We must include teachers, administrators, parents, support personnel such as guidance counselors and psychologists, and the community when developing our plans.
Unfortunately, many teachers see the gifted classes as elitist programs for a very select few. Others feel that clustering gifted students in self-contained classes eliminates the shining stars from their programs. Based on what we have learned thus far in this course, we know that, as any group of students, the gifted come with their own set of challenges and teaching them is not necessarily the proverbial, “piece of cake!!”
The best way to attract other teachers to support the program is by action. Keep your eyes and ears open for those who express an interest in what you are doing. Invite them in to observe, set up joint projects where your two classes can work on a project together. Take every opportunity to share what your students are doing with the entire faculty and let them know they are always welcome to come in and observe. Be willing to develop and facilitate workshops to share some of the differentiating strategies you use in your classroom – even offer to help them develop strategies for their students. Most of all, be patient and understanding.