Table of Contents Page 4 SECTION ONE: Purpose of this Guidebook Anticipated Outcomes
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Organization and Use of this Guidebook
Resources
Share Your Experiences
SECTION TWO: Orientation to Advocacy Assessment, Educational Issues, Advocacy: The Process of Parenting an Exceptionally Gifted Child by Julia Osborn, Ph.D.
Issues in Educating Exceptionally Gifted Students by Julia Osborn, Ph.D.
Bringing it All Together
Re-Forming Gifted Education, Chapter 1: “Who Needs an Educational Plan, and Who Makes It” by Karen Rogers, Ph.D.
Educational Advocacy for Gifted Students by Julia Osborn, Ph.D.
Communicating and Negotiating: Getting to Yes: Negotiating Agreement without Giving In by Roger Fisher, William Ury, and Bruce Patton
Additional Suggested Readings
SECTION THREE: Step One – Assessment Assessing Gifted Children by Julia Osborn, Ph.D.
“A Place to Start: Is My Child Gifted?” compiled by the Davidson Institute for Talent Development
Re-Forming Gifted Education, Chapter 3: “What Else Do You Need to Know About Your Gifted Child?” by Karen Rogers, Ph.D.
Additional Suggested Readings
SECTION FOUR: Step Two – Read Extensively Re-Forming Gifted Education, Chapter 5: “Subject-Based Acceleration: Which Option Matches Which Child at What Age?” by Karen Rogers, Ph.D.
Re-Forming Gifted Education, Chapter 6: “Grade-Based Acceleration: Which Option Matches Which Child at What Age?” by Karen Rogers, Ph.D.
Re-Forming Gifted Education, Chapter 7: “Program Provisions (Grouping) Within the School” by Karen Rogers, Ph.D.
Re-Forming Gifted Education, Chapter 8: “More Program Provisions in School” by Karen Rogers, Ph.D.
Additional Suggested Readings
Summary
Advocating for Exceptionally Gifted Young People Page 2 of 38