GIfted advocacy

The June 2020 edition of Parenting for High Potential includes many essays and quotes by students who are gifted. They tell a remarkable tale of young people trying to make a difference. What struck me, however, is that they are from places where gifted programs are in place. They speak of being challenged, wanting diverse representation, and struggling to make friends. It is wonderful that these students find themselves in a personally and academically productive place. I would have liked to have heard from places where these programs do not exist. I would love to hear their voices in advocacy for programs designed to meet their needs.

Throughout the edition they talk about the value of having a group of peers of similar abilities. Many educators discount the importance of having ability peers. They fail to see the way these kids thrive when surrounded by other high ability peers. There is a belief that they will do fine in heterogenous groups. That they can really learn the material by teaching it to their struggling peers. That the only virtue is in learning to get along with others of varying abilities.

My child did not need to be bored through instruction because all kids were in the same group. She did not need to go over the test she scored a 99 on for a day. She did not need to practice skills she had before the year began. She is not trained to be a teacher and deserves to have a chance to learn, not just share what she knows. She lives in a house with a brother on the spectrum- she gets diversity. She longs for her peers- not age peers but intellectual peers. People who, as she says, "think as fast as [she] does."

The edition showcases some wonderful success stories of gifted programs. We just need more of them.