Active Advocacy: Working Together for Appropriate Services for Gifted Learners

Wiskow, Kyle; Fowler, Vanessa; Christopher, Mary M.

doi:10.1177/107621751103400207

Cited by 3 publications

(1 citation statement)

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“…Formal liaison positions may assist in communication and interactions. District and building level advocacy may occur through parent groups, teacher associations, or individual parents with the purpose of changing policies or practices (Burke, et al, 2019; Wiskow, et al, 2011). Students also may be involved with advocacy actions at the building or classroom level.…”

Section: Adequate Resources For Gifted Educationmentioning

confidence: 99%

State Policy and Funding in Gifted Education

2022

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Policy and funding influence equitable education for students who are gifted. The concept of equity is examined through variations in policy and in funding at the state, district, and local levels. Challenges and barriers to equity in policy and funding include policy structures, where policy provides guidance without accountability measures, or where policy does include systemic evaluation for improvement. Examples have been drawn from four different states in different areas of the United States and multiple examples from various districts are presented. State level mandates for identification of and service to gifted learners are presented, including those following the Exceptional Children’s Education Act and those not. Variations in definitions of gifted are articulated. District level policies, demonstrating local control, illustrate ranges of service and guidance. Examples of the broad range of funding available for gifted programming are articulated and include base funding as well as formulaic metrics. Adequate resources for equitable gifted education are explored by considering expenditures and allocations of funding, frequently dependent on locale, school size, and economic resources. A call for action suggests practices to improve equity in gifted education include building and implementing strong advocacy skills, pursuing fiscal support for services for gifted learners, and committing to a professional developed workforce through formal and informal professional learning for educators and policymakers. Educator attitudes and beliefs and public perceptions that may perpetuate myths are examined in relation to equitable services for gifted students.

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Section: Adequate Resources For Gifted Educationmentioning

confidence: 99%