Gifted & TalentedMarch 11, 2012 Kennan Cammack

Definitions:

Key Considerations: Standardized tests are often used to recognize gifted/talented students, making diverse groups

unequally represented.

Culturally diverse students must be identified as gifted/talented within the context of their own culture.

The percentage of ELL students in gifted/talented programs should be equal to the percentage of native speakers involved.

Focus needs to be put on students’ strengths rather than their weaknesses.

Low teacher expectations of minority students.

Referral programs should be inclusive of cultural based characteristics of giftedness. Some traits that are considered as “gifted” in America may hold different value in other cultures.

Communicated between the GT and ESL teachers. When collaborating, teachers will do a better job in identifying students in need of services.

Administrators need to study and adjust the identification process of gifted/talented students in order to accommodate for ELL students.

Educators need more tools in identifying GT students: multiple intelligence assessments, native-language assessments, and non-verbal tests.

Educators should also use multiple sources of data in identifying students: art pieces, music ability, referral by friends/family and other observations.

Professional development: Training educators and administrators in identifying GT students.

Hold all students to the same high expectations. When students have low expectations from teachers, they tend to perform lower.

Include multiple GT programming ideas at the school: bilingual classes, hands on projects, student choice, co-teaching with ESL and GT teachers.

Mentor programs: Allow older students to mentor new GT/ELL students to help transition them into the program.

Family involvement: workshop for parents/family members that focus on how to help their students succeed.

Resources:

Suggestions:Kennan CammackMarch 11, 2012

Giftedness is defined as high performance in intellectual and artistic abilities. Gifted students need educational services beyond what is provided in the general classroom. However, not all gifted students are able to demonstrate their abilities on assessments and academic achievement. For example, many students are creative, inquisitive, and motivated, which are traits not recognized by an assessment. Therefore, students can be considered gifted and talented without being proficient in the instruction language. Other attributes of giftedness include: communication skills, problem-solving strategies, curiosity, expansive memory, insight, reasoning, humor, inquiry, imagination, and intense hobbies or interests.

Esquierdo, J. J., Arreguin-Anderson, M. (2012). The “Invisible” Gifted and Talented Bilingual Students: A Current Report on Enrollment in GT Programs. Journal for the Education of the Gifted.

Gardner, H. (1993). Multiple Intelligences: Theory In Practice. New York, NY: Basic Books

Harris, B., Plucker J., Rapp, K., Martinez, R. (2009). Identifying Gifted and Talented English Language Learners: A Case Study. Journal for the Education of the Gifted.

(2008). Identifying Gifted and Talented English Language Learners. Iowa Department of Education

Renzulli, J. S. (1978). What Makes Giftedness? Reexamining A Definition. Phi Delta Kappan.

Stein, J. C., Hezel, J., Beck, R. (2012). Twice Exceptional? The Plight of the Gifted English Learner. The Delta Kappa Gamma Bulletin.

https://giftedandtalented.com - Stanford University’s website containing information and advice for educators.

http://www.nsgt.org/educational-resources/ - Articles and resources for both educators and parents.