Publication Date

5-2024

Advisor(s) - Committee Chair

Janet Tassell, Julia Roberts, Mary Evans

Degree Program

School of Teacher Education

Degree Type

Specialist Project

Abstract

The amalgamation of underachievement, underidentification, lack of state and national mandates and definitions, and the unique social, emotional, and academic needs of gifted and advanced students has resulted in a system fraught with issues that leave parents with the role of advocating for their child’s best interests at school. According to the National Association for Gifted Children, schools may not be completely effective in providing services for gifted children, leaving many parents feeling that their children’s needs simply are not being met (Harris, 2017). Parents of gifted or advanced children have noted several areas in which they feel unsatisfied with their child’s education: the capability of schools to meet the wide range of needs of their student, challenging and adequate programming options, social isolation of their child, the communication with and navigation of schools (Matthews & Jolly, 2020). Parents have sought to find the best possible educational opportunities, whether that is public or private, traditional or nontraditional. However, Matthews and Jolly explained, “Regardless of the type of educational environment they selected, parents felt that they (rather than their child’s teacher or other school staff) bore the main responsibility for ensuring that the child’s academic and social and emotional needs were met” (p. 342).

The research examined parent experiences with advocating for their children at the school level. Interviews of parents of elementary-aged children were used to gather information for the research question: What are the experiences of parents advocating for their children in advanced education in elementary schools?

Disciplines

Education | Gifted Education

Download

Share

COinS