Both teachers and parents have similar agendas when it comes to children: the fulfillment of academic potential and the creation of lifelong learners who are well-adjusted, productive members of society. However, basic communication between parents and teachers is often difficult. When children are exceptional, problems with communication are only magnified (Alsap, 1996; Penney & Wilgosh, 2000).
Get full access to this article
View all access options for this article.
References
1.
AlsopG. (1996). Coping or counseling: Families of intellectually gifted students. Roeper Review, 20, 28–34.
2.
BaumanP L (1988, March). Expectations of educational programming and parent-school relations: A comparison of parents of gifted and talented learning disabled children and parents of other gifted and talented children. Paper presented at the annual meeting of the Council for Exceptional Children, Washington, DC. (ERIC Document Reproduction No. ED296558).
3.
CooperH. (1989). Synthesis of research on homework. Educational Leadership, 47, 85–91.
4.
PenneyS.WilgoshL. (2000). Fostering parent teacher relationships when children are gifted. Gifted Education International, 14, 217–229.
