Advocacy and collaboration among students who are gifted and with physical disabilities help in increasing support and understanding of their academic, developmental, personal, and social needs. Gifted and physically disabled children need a supportive environment that can enable them to flourish academically and socially. The paper will discuss on needs of gifted and physically disabled students, advocacy programs, stakeholders one can collaborate with, and comfort level of working with such learners.
Students with physical disabilities and gifted ones require personal, social, developmental, and academic support. Notably, these groups of students require individualized education. The program will benefit them from activities and projects that can facilitate a deep understanding of specific areas of their interest. Gifted and physically disabled children should spend more time with their peers to achieve the required social, personal, and developmental needs ( O'Brien et al., 2016) . They should be allowed to work on a different project and engage in various school activities with other students. Despite the emphasis on individualized education, educational planners should consider ensuring inclusive education is considered due to its socializing factor, which is essential in personal and developmental requirements.
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Self-advocacy program should be used in offering support for gifted and those students with physical disabilities ( Buli-Holmberg & Jeyaprathaban, 2016) . The learners in these groups should be taught how to communicate effectively about their needs. Teaching students to advocate for their needs helps enhance achievement in personal and educational life because it results in exercising personal independence.
Achievement of supportive programs of gifted and learners with physical disabilities can be achieved through collaborating with school counselors and principals. The school counselor helps guide the students about the importance of associating with learners from different dimensions ( O'Brien et al., 2016) . The school principal helps in pushing for projected reforms in the ministry of education to ensure the needs of gifted and physically disabled learners are achieved.
Working with gifted and also learners with physical disabilities has enabled me to assume roles such as a counselor, teacher, event coordinator, and support system. The learners have myriad challenges and needs, which requires a versatile teacher. Through being patients and understanding their needs, I have been able to adapt to various situations in which such students experience.
References
Buli-Holmberg, J., & Jeyaprathaban, S. (2016). Effective practice in inclusive and special needs education. International Journal of Special Education , 31 (1), 119-134. https://files.eric.ed.gov/fulltext/EJ1099986.pdf
O'Brien, J., Riley, T., & Holley-Boen, W. (2016). How Do Interprofessional Practice Teams Work Together to Identify and Provide for Gifted Students with Multiple Exceptionalities?. Kairaranga , 17 (2), 14-22. https://files.eric.ed.gov/fulltext/EJ1240307.pdf
