Parent advocates for expanded gifted services in GPS to support twice-exceptional learners

The Gilbert Public Schools Board Meeting held on April 29, 2025, featured a significant discussion on the expansion of gifted services within the district, prompted by a presentation from Brent Gardner. The meeting highlighted the need for a broader understanding of giftedness, particularly from the perspective of parents of twice-exceptional (2e) children.

A parent, who addressed the board, expressed appreciation for the district's efforts to enhance gifted services but raised concerns about the current focus on high-achieving students. She emphasized that giftedness encompasses a spectrum of abilities and that many gifted children do not perform well on traditional assessments. Her own children, identified as gifted in kindergarten, faced challenges within the district's educational framework, often being placed in special education rather than receiving appropriate gifted support.

The parent shared her experience of navigating multiple schools within the district, noting that none provided the necessary programs for gifted students. She pointed out that behavioral issues often associated with giftedness were overlooked, leading to mislabeling and disciplinary actions that were not conducive to their learning needs.

She urged the board to consider a more inclusive approach to gifted education that recognizes the diverse needs of gifted learners, particularly those who may not fit the conventional mold of high achievers. The parent concluded her remarks by quoting Linda Silverman, a noted psychologist in the field of gifted education, to underscore the importance of addressing the broader aspects of giftedness.

Following her presentation, the meeting continued with additional speakers and discussions, reflecting the ongoing commitment of the Gilbert Public Schools Board to engage with community concerns and improve educational services for all students. The board's response to these discussions will be crucial in shaping future policies and support systems for gifted education within the district.