Bobbye Medearis, M.S. Ed.
Adapted for today’s families by Patricia Kimathi. Originally published in the November 1982 issue of Roots & Wings.
We believe that families and schools must work as equal partners to identify, support, and develop the abilities of historically underserved gifted, talented, and twice-exceptional (2e) children. Gifted potential exists in every community, but children do not always have equal access to identification, advanced learning opportunities, appropriate interventions, or educators who understand their unique strengths and challenges.
For historically underserved children, strong family involvement is especially important. Giftedness may be overlooked when students come from communities that have traditionally been underrepresented in gifted programs. For 2e children, exceptional abilities may be hidden by learning, attention, executive functioning, or other challenges. At the same time, their giftedness may mask areas where they need support. Families often see strengths, interests, creativity, and abilities that may not be visible through grades, classroom performance, or standardized assessments.
For this reason, communication between home and school should begin early and continue throughout the school year. Parents and caregivers should meet with teachers and share information about their child's strengths, interests, accomplishments, learning needs, and activities outside the classroom. They should also communicate social or emotional concerns that may affect learning. Educators, in turn, should listen to families and recognize them as valuable sources of information about their children.
Supporting gifted and 2e children extends beyond academic achievement. Families should encourage effort, curiosity, creativity, self-confidence, and perseverance rather than focusing only on grades. Reading together, discussing ideas, visiting libraries and bookstores, exploring museums and cultural institutions, participating in STEM and arts activities, and using high-quality educational technology can transform everyday experiences into opportunities for discovery.
Equally important is listening. Gifted and 2e children may experience frustration, perfectionism, boredom, difficulty finding peers, bullying, or a mismatch between their abilities and classroom expectations. When children express concerns, adults should listen carefully and help them develop strategies for addressing problems. When difficulties continue, families should communicate with teachers, counselors, administrators, and other appropriate professionals and advocate for needed services and supports.
Parents must also become informed participants in the educational system. Understanding grading policies, assignments, assessments, gifted identification procedures, special education services, parent portals, and enrichment opportunities helps families ask informed questions and advocate effectively. Schools must make this information accessible and understandable to all families—not only to those who already know how to navigate educational systems.
Historically underserved gifted, talented, and 2e children should not have to depend on chance to have their abilities recognized and developed. Schools must actively welcome families as partners, recognize multiple expressions of giftedness, and provide both appropriate challenge and needed support.
Families have always been their children's first teachers and strongest advocates. When educators respect that knowledge and families are empowered to participate, we create a partnership capable of changing educational outcomes.
Talent exists in every community, and opportunity should too.