Family meetings can provide a forum where children have a voice as a family member, and provide avenues for avoiding power struggles that otherwise can occur. Their educational program should be designed to foster progress at their own rate of development. Parents who become involved with the school can help administrators and teachers be responsive to the needs of these children. Open, flexible environments provide students with opportunities for choices, and enhance independence and creativity. Early entrance or other forms of acceleration may be considered when the school gifted program is not sufficiently challenging or when there is no opportunity for gifted children to be grouped with age peers who are intellectually advanced.
Early entrance is the easiest form of acceleration, academically and socially.
It may be best to accelerate girls before third grade or after ninth grade, when they are less bonded to their peer group. Boys are usually more willing to skip grades at any point in their school program. When a child expresses a willingness to be accelerated, the chances are good that an excellent social adjustment will be made. In the preschool and primary years, mixed-aged groupings are beneficial, as long as the gifted child is not the oldest in the group. Retention is NOT recommended.