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Multi-Cultural Gifted Students

Known as Culturally and Linguistically Diverse (CLD), English Second Language (ESL), Limited English Proficient (LEP), English Language Learners (ELL)... No wonder we don't afford them the opportunities they deserve.  We don't even agree on who they are or what to call them, much less how to assess, instruct and support them!

See also: Gifted Students at Risk and Gender Issues

Special Populations in Gifted Education: Understanding Our Most Able Students From Diverse Backgrounds Recommended by Jaime A. Castellano and Andrea Dawn Frazier (or from Amazon)
Leading experts in the field combine their knowledge of and leadership experience with gifted students from diverse backgrounds to help include historically underrepresented students in gifted education programs that serve our most able students. Raises the awareness level and knowledge base of all educators, particularly teachers of the gifted, with focus on topics such as gifted education in rural environments, highly gifted learners, twice-exceptional children, gifted females, gifted and talented students on the autism spectrum, English language learners, underachievement, and students from culturally or linguistically diverse backgrounds...
Affirmative Reaction by Catherine Gewertz
With race-based admissions policies in legal jeopardy, an elite magnet school dropped affirmative action. The results: plummeting diversity and hard feelings...
Assessing Limited English Proficient (LEP) Students for Eligibility for Gifted Programs Technical Assistance Paper, Florida Department of Education
This technical assistance paper is intended to assist school districts (a) in identifying LEP students to be referred for screening and evaluation for placement in exceptional student education gifted programs, (b) in evaluating LEP students who are referred, and (c) in determining eligibility of LEP students for the gifted program (requires Adobe Reader)
Assessment of Culturally and Linguistically Diverse Students for Special Education Eligibility (ERIC digest #E604) by Jane Burnette
The assessment of students with cultural and linguistic differences (CLD) has become one of special education's major issues. These students are disproportionately represented in special education, a fact that leads us to examine an assessment process that is difficult at best
Best Evidence Encyclopedia Johns Hopkins University
JHU's Center for Data-Driven Reform in Education.  Full reports on research-based educational reforms that work.  Comprehensive elementary and secondary school reforms, math programs at all levels, reading for English Language Learners (ELL), and more...
Coca-Cola Valued Youth Program: Looking for Gifts in All the Right Places by Josie Danini Supik
These are the students who many schools and adults find hard to value. These are the students who are never considered for the schools’ gifted and talented programs, where program selection is usually based on IQ, standardized achievement tests and teacher nominations...
Educators' Perceptions of Barriers to the Identification of Gifted Children From Economically Disadvantaged and Limited English Proficient Backgrounds by Frasier, Hunsaker, Lee, Finley, Frank, García, and Martin
(Monograph, full text available for purchase) 750 educators from 14 school sites who participated in the national field test study and responded to the survey. They identified two issues as major barriers to identification: test bias, and teachers' inability to recognize indicators of potential in certain groups. Five other issues were identified as moderate barriers...
El Desarrollo en el Niño Superdotado (Asynchronous Development in the Gifted Child) by Joy Navan
La verdad es que cada individuo se desarrolla a su propio ritmo, pero para los que son sobredotados, el desarrollo es asincrónico. ¿Qué quiere decir asincrónico? Sencillamente que el desarrollo en un niño superdotado no es parejo. Por ejemplo, la característica singular del sobredotado es su alta inteligencia la cual le permite aprender y memorizar más rápido que otros de su edad...
GT-English as a Second Language (ERIC FAQ)
How can teachers can nurture giftedness in children whose first language is not English and who are limited in their English proficiency?
Identification and Assessment of Culturally and Linguistically Diverse Gifted Students, 1993-1996 (ERIC Minibib)
Identifying & Serving Culturally and Linguistically Diverse Gifted Students by Lezley Collier Lewis, Annie Rivera and Debbie Roby (or from Amazon)
Revolutionizes identification and education of culturally and linguistically diverse (CLD) gifted and talented students. Written for the educator, administrator, and program developer, it positively transform the educational system for working with CLD student populations. Correlated with the updated NAGC standards, examines existing program structures through the lens of over- and underrepresentation of CLD students in gifted; also features a formula for auditing current programs for CLD representation and a model for identifying these students for gifted services...
Identifying Gifted and Talented Language Minority Students (ERIC/CLL Minibib) compiled by Laurel Winston
Identifying and Serving Recent Immigrant Children Who Are Gifted (ERIC digest #E520) by Carole Ruth Harris
The challenge of identifying gifted children and providing them with appropriate educational services is particularly complex when they are recent immigrants to the United States...
Insights into Gifted and Talented English Language Learners by Andrea B. Bermúdez and Judith A. Márquz
The underrepresentation of English language learners in programs for gifted and talented students shows schools’ lack of ability to identify these students adequately. Some of the reasons include: systematic bias in the standardization process, as instruments and approaches follow a middle-class mainstream basis of measurement; pervasive lack of cultural awareness and sensitivity on the part of teachers and appraisers due to inadequate training; and the common practice of identifying gifted and talented students on the basis of a single test administration
Meeting the Needs of Gifted and Talented Minority Language Students (ERIC digest #E480) by Linda M. Cohen
Students with special gifts and talents come from all cultural and linguistic backgrounds. Many minority language children have special talents that are valued within their own cultures; unfortunately, these students are often not recognized as gifted and talented...
Minority Students in Gifted and Special Education Committee on Minority Representation in Special Education, M. Suzanne Donovan and Christoper T. Cross, Editors
(openbook, an on-line full text book)
A New Window for Looking at Gifted Children: A Guidebook by Frasier, Martin, García, Finley, Frank, Krisel and King
(Monograph, full text available for purchase) Developed by researchers at The University of Georgia to assist school districts in their implementation of a plan to identify gifted students who come from economically disadvantaged families and areas and who have limited proficiency in the English language...
Nurturing Global Citizens for the 21st Century: How can schools effectively work with parents who have been educated in other countries? by Rosina Gallagher
How can schools effectively work with parents who have been educated in other countries?  Start by building partnerships with Language Minority families... (requires Adobe Reader)
OERI Self-Assessment Guide - Gifted Programs
Equal Opportunities for Limited English Proficient Students
Self-evaluation tool intended to assess where a school and district falls on a continuum of awareness and action as related to LEP students with outstanding abilities and gifted education
Reaching New Horizons: Gifted and Talented Education for Culturally and Linguistically Diverse Students by Jaime Castellano and Eva Diaz
textbook, includes section Identifying and Nurturing Gifted Potential and Bilingualism
Talent and Diversity: The Emerging World of Limited English Proficient Students in Gifted Education
What can be done to dramatically, but authentically, increase the number of Limited English Proficient (LEP) students in gifted education programs?  How can school staff in both gifted education and bilingual education work collaboratively to foster improved talent development for students from different cultures and linguistic backgrounds?  Includes appendix Inclusive and Authentic Gifted Education for English Language Learners: The San Diego Experience
Traditional Methods of Identifying Gifted Students Overlooks Many by Linda Cantu
Gifted and talented students represent one of our nation’s greatest resources. But trends in gifted and talented education across the country indicate that a significant number of students with exceptional abilities are not receiving high quality services either because they have not been identified as gifted or their programs do not address their unique strengths and needs
Working with Gifted English Language Learners by Michael S. Matthews (or from Amazon)
Guides educators toward identifying gifted students in this population, including a look at nonverbal and Spanish-language testing, and gives advice for integrating these students into any gifted program...

Last updated December 01, 2020

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