An appropriate education is one that identifies students' educational needs and then provides a curriculum that addresses those needs (Benbow & Stanley, 1996). All students, even those identified as gifted, deserve a personalized education. However, many educators outside gifted education believe that "giftedness" is a fancy label and that gifted…

Guidelines for promoting gifted education programs are offered, including being judicious in promotion efforts, developing support among different role groups, and strengthening support within role groups (e.g., teachers, parents, students, administrators, community leaders, policymakers, and business leaders). A cyclic model of advocacy stages is…

Educators are encouraged to build advocacy for gifted education through the program itself by demonstrating the high quality products of participating students, and through continued commitment to public relations. Factors common to programs that have survived the economic downturn in New England are identified, including sustained advocacy…

This report presents the views of the Advisory Council for Special Education Needs for Queensland, Australia concerning effective education for students with special educational needs in regular schools. Three issue areas are identified: (1) commitment and advocacy; (2) effective management of education; and (3) improved human resource development…

This interview with the executive director of the National Association for Gifted Children documents responses to questions about gifted program advocacy, including opposition to differentiated education for gifted students, effective lobbying techniques, and relationships with legislators and the business community. (DB)

The University of Minnesota Alumni Association has developed from a fraternal organization into a credible and active force in campus and state higher education policy. Networking, careful selection of issues, and clear communication with the college administration have been keys to the group's success. (MSE)

This article discusses the critical elements of educational partnerships including leadership, communication, and planning for program development. The Cooperative Alliance for Gifted Education involving Kent State University (Ohio), Cleveland Public Schools, and International Business Machines is described, especially the Joint Partnership…

This conference proceedings reports on a 1989 meeting addressing respite care for families of children with mental, emotional or behavioral disorders. The conference addressed: (1) respite care concepts, programs, and issues; and (2) planning for designing, financing, and implementing state and local respite programs. The report contains the…

A Wisconsin advocacy model for gifted education programs is presented, emphasizing ongoing collaboration and dissemination to most effectively utilize meager resources. Essential elements of the dissemination design are identified, including use of regional sites, requiring participation of an administrator on the team, group problem solving, and…

This monograph presents the philosophy of the Rehabilitation Research and Training Center on Supported Employment (Virginia) concerning consumer advocacy and supported employment for persons with disabilities. An introductory chapter looks at origins of supported employment, its relationship to consumer advocacy, and challenges facing these…

This guide assists in establishing a collaborative unit or a task group to deliver services to children and youth with serious emotional disabilities and their families. The guide is not intended to be an exhaustive manual, but does address the primary activities of professionals using interagency collaboration to establish comprehensive systems…

This manual presents Missouri state guidelines for its surrogate parent program, required by the Individuals with Disabilities Education Act (P.L. 94-142), and currently under development in Missouri. An introductory chapter reviews the program's current status, outlines the surrogate parent role, and notes special considerations for students…

What is the job of guidance program staff leaders? Specific, practical support is provided for bringing guidance and program staff together for successful implementation of programs and advocating for them outside the department. Part I, "School Guidance Program Staff Leadership: Evolving Concepts and Practices," addresses overall program…

This handbook discusses the following types of parent involvement in education: (1) decision-making; (2) parents as educators; (3) advocacy; (4) school support; and (5) parent education and support. The benefits of parent involvement are outlined. Examples from New York City's 1987-88 Parent Involvement Program (PIP) demonstrate that parent…

This book will help the reader every step of the way with detailed guidelines, practical tips, templates, action plans, and suggestions for strategic planning teams as well as for the sole practitioner. Consolidating the sage advice and up-to-date research of 29 leaders in the field, this comprehensive and highly practical guide takes the…