Designing Curriculum for Parents of Gifted Children

Abstract

Gifted education programs typically underrepresent children from minority and low income backgrounds. Uncommon screening measures were used to identify an equity sample of 68 potentially gifted youngsters who would participate in a summer institute. The instruction offered these preschool and primary grade students was complimented by a learning component for their parents. A common and differentiated curriculum was developed for Anglo and Hispanic parents based on their expressed expectations regarding child development. Findings show that schools can serve communities better when opportunities for growth are provided to parents as well as their children.The underrepresentation of minority populations in gifted education has motivated a wide range of initiatives throughout the United States. These reforms usually support alternative "culture free" screening and identification procedures. One example is the increasing reliance on nominations from teachers who are guided by a checklist of behaviors commonly attributed to exceptional children. It is assumed that these broader methods of assessment will be more equitable to ethnic and low-income students. In order to supplement the judgment of educators, student nominations are also welcomed from sources outside the school. Parents are sometimes asked to rank order their child on a series of statements which describe indicators of giftedness. Another less common strategy invites mothers Robert Strom is Director of the Office

Parent Competence in Families with Gifted Children

“…Gifted children also need parents to be their advocates so they have adequate opportunities to learn at a reasonable pace. This objective requires parents to carefully monitor lessons and use diplomacy in negotiating with teachers and administrators (Feldhusen & Boll, 1985;Little & Scott, 1990; Strom, Johnson, Strom, & Strom, 1992). Parents want a congenial relationship with educators and wish to avoid subjecting their children to unreasonable pressure.…”

Young Gifted Children in Research and Practice: The Need for Early Childhood Programs

“…Other authors have noted the need for pro gramming for young gifted children (Burns & Tunnard, 1991;Sandel, McCallister, & Nash, 1993) and the importance o f a family focus (Colangelo, 1988;Johnson, Workman, & Gage, 1987;Strom, Johnson, Strom, & Strom, 1992). The Fullerton researchers suggest that "environmental enrichment, support, or opportunity" (Gottfried, et al, 1994, p. 170) may make the difference in the emergence of a highly gifted or exceptionally talented child.…”