Multicultural Differentiated Instruction for Gifted Students

Abstract

African-American and Hispanic students are underrepresented in gifted education. In many cases, African-American and Hispanic students are underachieving in the classroom setting and lack interest in what is being taught. This chapter will discuss the underrepresentation of African-American and Hispanic students in gifted programs, curricula and program challenges within general and gifted classrooms, Bloom’s taxonomy and James Banks’ multicultural curriculum model. The chapter will also provide an overview of the Ford–Harris matrix, and introduce a color-coded layout of the matrix and provide pros and cons for each matrix level.

Citation

Scott, M.T. (2014), "Multicultural Differentiated Instruction for Gifted Students", Gifted Education: Current Perspectives and Issues (Advances in Special Education, Vol. 26), Emerald Group Publishing Limited, Leeds, pp. 147-166. https://doi.org/10.1108/S0270-4013(2014)0000026007