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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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