By Susan G. Assouline, Ann Lupkowski-Shoplik.
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I also made it clear that Alexis had selected the play herself. ” I used the opportunity to suggest that perhaps now she understood the problem and might work with us to adjust Alexis’s education appropriately. Instead, she suggested that I read David Elkind’s book, The Hurried Child, although she acknowledged that she had not read it. The second meeting, which was to have been scheduled after the district-administered test results were in, was never scheduled. The end of the road. We had, by this point in time, decided that Alexis could not return to this school in September because it was a “toxic” environment for her.
One of our specific goals is to guide parents in seeking useful information and to offer advice about approaching their children’s educators to generate a supportive partnership between home and school. On the one hand, parents are well informed about 19 20 D E V E L O P I N G M A T H TA L E N T their children’s out-of-school learning experiences, personality, and general level of social-emotional development—in other words, they know their children best and are in the best position to notify educators about their children’s academic interests and needs.
Excuses for Not Developing Mathematical Talent The report Foundations for Success (National Mathematics Advisory Panel, 2008) explicitly states that “all school districts should ensure that all prepared students have access to an authentic algebra course—and should prepare more students than present to enroll in such a course by Grade 8” (p. xviii). Logically, mathematically gifted students will need to have access to algebra earlier than their same-aged peers. Excuse 8: We shouldn’t allow accelerated programming because students who are accelerated in mathematics will burn out before they reach college.