Excellence and Diversity in Gifted Education
Volume 2, Issue 1
Table of Contents
by Donna Ford and Charles Russo
Many school systems in the United States are confronted by the severe underrepresentation of Black and Hispanic students in gifted education programs. As a result, school boards often face litigation over these discrepancies and the need to provide equitable programming for all students. This paper offers a broad picture of key issues regarding underrepresentation for these two groups. It presents past and contemporary court cases, along with a number of implications for failing to recruit and retain Hispanic and Black students in gifted programs. Finally, the authors provide recommendations and considerations for educational and legal professionals relative to recruiting more Black and Hispanics students in gifted education.
Hispanic Parents Making the Decision about Acceleration with a Young Child: To Enter School Early or Not to?
by Yara Farah, Tony Talbert, and Gilbert Avila
Early life experiences can be considered critical, as well as determinant of later attitudes and achievements. One way of meeting the needs of young children who are academically talented is early entrance to school, whether to kindergarten or first grade. For years, researchers have studied early entrance to school with a special focus on the development of the child’s academic, social, and emotional abilities. Few studies have examined family dynamics, positions and experiences when a member of the family is entering school early. The purpose of this study was to examine the perspective and experience of Hispanic parents making a decision about acceleration. The following article will offer the reader a brief review of the literature and research on early entrance to school, significant findings of the case study, and recommendations for parents making decision about early entrance to school with their child.
By Patty Costis
Traditional identification measures used with culturally and linguistically different students typically do not appropriately identify these learners as gifted. In order to successfully meet the needs of all learners, educators and administrators
must equip themselves with enough of the right tools to accurately measure this myriad of ability.This article examines identification measures such as the Naglieri Nonverbal Abilities Test, Raven’s Standard Progessive Matrices, Cognitive Abilites Test, and performance tasks. The use of local norms is also explored.
by Ariel Baska
Learners with gifts and other exceptionalities such as deficits in learning, attention, and socialization behaviors experience great difficulty in navigating learning pathways. This article profiles four twice exceptional high school students and accommodations made in a Latin class. Interventions include both academic and social-emotional.