Articles & Media

This book is Barbara Jackson Gilman’s definitive manual on gifted advocacy for gifted students. She shares how parents and teachers should document a child’s abilities to provide reasonable educational options year by year and provides imperative information on testing considerations, curriculum, successful programs, and planning your child’s education.

The purpose of the Acceleration Institute website is to inform educators, researchers, policymakers, administrators, and parents of the research and best practices concerning academic acceleration. The discussions of academic acceleration include grade skipping, early entrance to kindergarten or college, moving ahead in just one subject, and other ways of moving a student ahead to more challenging coursework.

This report examines the unique challenges of low-income high-achieving students. While these students defy the stereotype that low-income do not perform well academically, they are often forgotten and fall into the “achievement trap.” This means that despite their strong academic performance, low-income high-achieving students are disproportionately underrepresented among high achievers. Little is known about this population of students, and this report begins to uncover the nuances of their experiences in the education system.

Parents of gifted children are often in the uncomfortable position of advocating for their child when their unique learning needs are not being met at school. When we see that we have to address these educational concerns with our child’s teacher or the school’s administrators, stress and emotions can undermine our ability to reach a desirable outcome. Celi Trépanier explains how to prepare for this scenario.

This blog by Marie Sherrett details how parents of children with special education needs can assertively and effectively advocate for their children.

This article by Julia Osborn is the first in a series of three articles on the processes parents go through in raising an exceptionally gifted child. Osborn makes a distinction between “testing” and “assessment,” and focuses on some of the important and unique issues involved when assessing gifted children’s cognitive, academic, and social/emotional functioning.