Who doesn’t want what they want when they want it? On a daily basis everyone asks for things that are important to us. This, simply put, is advocacy.

When it comes to advocating on behalf of your high ability child or students the same principles apply as when your child asks for something at home. Here are a few principles that might be of assistance.

First, know what you want. One has to educate oneself on the needs of the child and the options that are available. Be creative, but base your suggestions on options that are backed by research: such things as acceleration, grouping and curriculum compacting. It is advisable that one keeps documents that can easily be shared with others: law, regulation, myths and the truth, analogies, and research briefs. I like to keep them in pdf form in folders on my computer.

Secondly, be a team player. You are only a part of the team making educational decisions. All viewpoints should be considered: classroom teachers, parents, and specialists. Being tactful and offering positive solutions during discussions are not only valuable, but crucial. As AHA Advisory Board member, Arlene Devries, says, “it is imperative that parents and educators become partners rather than adversaries.”

Remember, the idea is to move forward. Progress is often frustratingly slow. Sometimes is takes baby steps. But babies keep trying until they can run. They persevere.

Perseverance is the third principle. All too often parents are not “pushy” enough. (I mean that in the nicest sense.) Teachers often fail to speak up for fear of retribution. We can’t give up. We have to speak up. It requires that you advocate regularly and over time…a loooong time. Keeping in mind the second principle, each and every one of us must inform policy makers and those who are responsible for educating these high ability children that they have specific needs and why under-challenging children is reprehensible.

We tend to give up too soon, or we only advocate for our own child. I have been advocating, both formally and informally, for 40 years. I have advocated for students in my class, my own children, and now for my grandchildren and all those who don’t have advocates. It does make a difference and it is ongoing. Even chatting with a friend about the needs of high ability learners can be considered advocacy. We must change society’s lack of emphasis on meeting the needs of high ability children.

Lastly, use all resources available. Join your local, state and national organizations that advocate for gifted learners. They offer some of the best resources, conferences and general support for you. (AHA Learners is always here to answer questions and provide you with information!)

Social media is one of the best ways to spread the word and give others the opportunity to consider different perspectives in a non-threatening environment. Sharing resources via social media in small bits will make a positive impact.

We must advocate with our legislators, school board members, building and district administrators and other policy makers. The media can’t be left out. You never know when the person who will affect change is listening.

Parents are a valuable resource. When they form or join an advocacy group they are more effective. There is power in numbers and it allows a group to speak on behalf of children rather than requests coming from a single person. Arlene Devries reminds us, “If parents feel supported, informed, and connected with other parents, they can become a powerful advocacy group.”

Vicki Sharp, another AHA Advisor, notes that a powerful group can make effective change at the local and state level.

How are you going to make a difference?