Associate Professor University of North Texas Denton, Texas, United States
Short Description: This phenomenological study investigated perspectives of parents of highly and profoundly gifted children (HG/PG) regarding roles and resources needed to meet their children’s academic and social-emotional needs. Participant interviews indicated that parental roles and involvement were important elements of student success. Implications inform educators, parents, and counselors of ways to support parents in meeting the needs of their HG/PG children.
Learning Objectives:
Attendees will learn strategies to promote pathways for advocacy and involvement for parents of gifted students.
Attendees will be able to recognize ways in which to better support parents of highly and profoundly gifted children to meet unique academic needs.
Attendees will understand that accommodating the academic needs of gifted children begins with supporting parents of HG/PG children through authentic involvement and effective communication.
