Abstract
Many influential scholars and educators in the field of gifted education today began their journey as parents confronted with the reality and responsibility of raising a gifted child. In some cases, the issue may be that no services for the gifted exist at all; in other cases, it may be that the services provided present certain problems—perhaps an overdependence on standardized tests for identifying gifted students or too few resources for the gifted education coordinator, or no coordination between the gifted education teacher and the regular classroom teachers. People unfamiliar with gifted education tend to think of gifted students as somewhat privileged—a small group of predominantly white, upper middle class kids who already have a lot going for them. An opportunity could arise for parents and a few other parents to present testimony at special hearings that affect the future of gifted education in the state.
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