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    Gifted and Talented Brochure

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    Kennan
    This document discusses gifted and talented education. It defines giftedness as high performance in intellectual and artistic abilities, and that gifted students need services beyond general education. However, not all gifted students demonstrate abilities on assessments. The document notes key considerations like standardized tests not equally representing diverse groups, and the percentage of English language learners in gifted programs should match those in general education. It provides suggestions like using multiple identification tools in native languages, teacher training, and high expectations for all students.

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    Gifted and Talented Brochure

    Uploaded by

    Kennan
    138 views2 pages
    This document discusses gifted and talented education. It defines giftedness as high performance in intellectual and artistic abilities, and that gifted students need services beyond general education. However, not all gifted students demonstrate abilities on assessments. The document notes key considerations like standardized tests not equally representing diverse groups, and the percentage of English language learners in gifted programs should match those in general education. It provides suggestions like using multiple identification tools in native languages, teacher training, and high expectations for all students.

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    This document discusses gifted and talented education. It defines giftedness as high performance in intellectual and artistic abilities, and that gifted students need services beyond general education. However, not all gifted students demonstrate abilities on assessments. The document notes key considerations like standardized tests not equally representing diverse groups, and the percentage of English language learners in gifted programs should match those in general education. It provides suggestions like using multiple identification tools in native languages, teacher training, and high expectations for all students.

    Copyright:

    © All Rights Reserved
    Download as DOCX, PDF, TXT or read online from Scribd
    Download as docx, pdf, or txt
    138 views2 pages

    Gifted and Talented Brochure

    Uploaded by

    Kennan
    This document discusses gifted and talented education. It defines giftedness as high performance in intellectual and artistic abilities, and that gifted students need services beyond general education. However, not all gifted students demonstrate abilities on assessments. The document notes key considerations like standardized tests not equally representing diverse groups, and the percentage of English language learners in gifted programs should match those in general education. It provides suggestions like using multiple identification tools in native languages, teacher training, and high expectations for all students.

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    © All Rights Reserved
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    Download as docx, pdf, or txt
    of 2

    Gifted & Talented

    March 11, 2012

    Kennan Cammack

    Definitions:
    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,

    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.

    Issue #: [Date]
    March
    11, 2012

    Dolor Sit Amet


    Kennan Cammack

    Suggestions:

    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.

    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.

    Administrators need to study and


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

    Gardner, H. (1993). Multiple Intelligences:


    Theory In Practice. New York, NY: Basic
    Books

    Educators need more tools in


    identifying GT students: multiple
    intelligence assessments, nativelanguage assessments, and nonverbal tests.

    Educators should also use multiple


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

    Renzulli, J. S. (1978). What Makes


    Giftedness? Reexamining A Definition. Phi
    Delta Kappan.

    Professional development: Training


    educators and administrators in
    identifying GT students.

    Stein, J. C., Hezel, J., Beck, R. (2012).


    Twice Exceptional? The Plight of the Gifted
    English Learner. The Delta Kappa Gamma
    Bulletin.

    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, coteaching with ESL and GT teachers.

    Resources:

    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

    https://giftedandtalented.com - Stanford
    Universitys website containing
    information and advice for educators.
    http://www.nsgt.org/educational-resources/
    - Articles and resources for both educators
    and parents.

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