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Publication date: 14 July 2014

Jaime A. Castellano and Michael S. Matthews

Gifted education suffers from the lack of a legal definition of giftedness and federal mandate for the provision of services in schools, and also from a lack of any…

Abstract

Gifted education suffers from the lack of a legal definition of giftedness and federal mandate for the provision of services in schools, and also from a lack of any federal funding to provide services. These lead to a situation characterized by extreme inconsistency in provision of educational services across locations, sometimes even within the same school district. We offer a historical perspective on these issues and a view of the current status of gifted education services, followed by discussion of relevant legal issues in this context.

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Gifted Education: Current Perspectives and Issues
Type: Book
ISBN: 978-1-78350-741-2

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Book part
Publication date: 14 July 2014

Donna Y. Ford

This chapter examines underrepresentation among African American and Hispanic students in gifted education using the perfect storm analogy, arguing that social inequality…

Abstract

This chapter examines underrepresentation among African American and Hispanic students in gifted education using the perfect storm analogy, arguing that social inequality, elitism, and colorblindness are three forces that contribute to the poor presence of these groups in gifted education. Underrepresentation trends are presented, along with methods for calculating underrepresentation and inequity. Underrepresentation is placed under the larger issues of achievement gaps, and inequitable school practices, specifically de jure segregation. Models and discussions of social inequality, elitism, and colorblindness are presented to explain that the magnitude of underrepresentation is beyond statistical chance and a function of decision makers’ attitudes and beliefs grounded in deficit paradigms. The primary theses and admonitions are that gifted education underrepresentation is counterproductive in such a culturally different nation, and that desegregating gifted education is nonnegotiable. Suggestions for desegregating gifted education and eliminating inequities are provided.

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Gifted Education: Current Perspectives and Issues
Type: Book
ISBN: 978-1-78350-741-2

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Book part
Publication date: 9 May 2017

Kirsi Tirri and Sonja Laine

Inclusion, defined as nondiscriminatory education for all, involves embracing gifted students whose special needs should be considered in curriculum planning and in the…

Abstract

Inclusion, defined as nondiscriminatory education for all, involves embracing gifted students whose special needs should be considered in curriculum planning and in the teaching methods used. However, inclusion has often been connected with disability and special needs education. It has been claimed that inclusion neglects the needs of the gifted. This chapter identifies ethical challenges in inclusive education, with gifted students as a case example. Several critical misconceptions about gifted students and gifted education are identified as leading to ethical challenges for teachers. These misconceptions are discussed in the ethical framework of distributive justice in teaching, and recommendations are given for ways to support teachers in meeting the needs of gifted students in inclusive educational settings.

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Ethics, Equity, and Inclusive Education
Type: Book
ISBN: 978-1-78714-153-7

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Book part
Publication date: 14 July 2014

Emily C. Bouck and Megan Hunley

Technology offers great potential to gifted, talented, and creative (GCT) students, including students who are twice exceptional (i.e., students who are GCT as well as…

Abstract

Technology offers great potential to gifted, talented, and creative (GCT) students, including students who are twice exceptional (i.e., students who are GCT as well as identified with a disability). However, little research exists regarding the use and evidence-base base of technologies for these populations. This chapter presents technology to support students who are GCT as well as students identified as twice exceptional, including assistive technology to support students in content area instruction. Although, an evidence-base is needed for using technology in education for GCT and twice-exceptional students, existing research supports using the Internet and Web 2.0 technologies with these students.

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Gifted Education: Current Perspectives and Issues
Type: Book
ISBN: 978-1-78350-741-2

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Book part
Publication date: 14 July 2014

Sunday O. Obi, Festus E. Obiakor, Stephanie L. Obi, Tachelle Banks, Sean Warner and Natalie Spencer

The historian, Arthur M. Schlesinger (1999), once wrote that “a basic theme of American history has been the movement, uneven but steady, from exclusion to inclusion” – a…

Abstract

The historian, Arthur M. Schlesinger (1999), once wrote that “a basic theme of American history has been the movement, uneven but steady, from exclusion to inclusion” – a movement “fueled by ideals” (p. 173). He might well have been talking about the United States’ public education system where it has become evident that segments of its pupil population have been overlooked or neglected. The good news is that there have been some efforts to ameliorate this problem. However, despite these efforts, there continues to be lingering problems for culturally and linguistically diverse students with gifts and talents. In this chapter, we address how to maximize the success potential of these students.

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Gifted Education: Current Perspectives and Issues
Type: Book
ISBN: 978-1-78350-741-2

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Book part
Publication date: 8 July 2016

Leticia R. Jáquez, Román B. Jáquez and D. Socorro Collado

This chapter addresses the current social-political challenges to providing education to the gifted in the Dominican Republic, including issues in the enforcement of…

Abstract

This chapter addresses the current social-political challenges to providing education to the gifted in the Dominican Republic, including issues in the enforcement of educational laws and ordinances, a lack of vision and moral/ethical values in all stakeholder categories, and inefficiencies in the educational system. In this chapter, we address the challenges of designing identification instruments and processes from scratch given that existing literature on gifted education mainly addresses the US context, where valid aptitude and achievement tests and checklists are available to use.

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Gifted Children of Color Around the World: Diverse Needs, Exemplary Practices, and Directions for the Future
Type: Book
ISBN: 978-1-78560-119-4

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Book part
Publication date: 9 November 2020

Raven K. Cokley and Loni Crumb

The underrepresentation of Black girls in gifted programs has received attention in both education and counseling literature. Nevertheless, scholars have given less…

Abstract

The underrepresentation of Black girls in gifted programs has received attention in both education and counseling literature. Nevertheless, scholars have given less emphasis to the intersections of intellectual ability, race, gender, social class, and place, particularly the idiosyncratic experiences of gifted Black girls from rural, economically disadvantaged backgrounds. The authors of this chapter discuss this unique positionality, with a focus on historical segregation and exclusionary practices within the American educational system. The authors discuss the tenets of critical race feminism and identify factors that may foster educational resilience for Black girls from rural, low-income communities. Recommendations are provided to address pertinent issues related to structural educational reform and inclusive gifted education. The chapter concludes with a call for education and counseling professionals to fundamentally change the systems and processes that perpetuate systematic inequity for this underserved population.

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African American Rural Education
Type: Book
ISBN: 978-1-83909-870-3

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Book part
Publication date: 22 May 2017

Debra R. Sullivan

There are very few Black children in programs for gifted children when both historical and contemporary research indicate that such environments contain elements very…

Abstract

There are very few Black children in programs for gifted children when both historical and contemporary research indicate that such environments contain elements very similar to those described as advantageous for Black children. Presented here is an overview of the research regarding Black children’s learning styles, multiple intelligences, and cultural expectations around adult-child interactions and a comparison to characteristics of gifted (and potentially gifted) children. In addition, the evolution and refinement of the definition of giftedness is outlined along with the impact of those definitions on Black children. The identification, assessment, and testing processes used to place students in gifted programs are outlined along with policies (e.g., universal screening) and practices (e.g., more multicultural education and gifted education in teacher in-service and pre-service education) that can transform gifted programs into diverse and inclusive learning environments where gifted Black students learn, grow, and thrive. Finally, classroom practices that cultivate the genius and giftedness of Black children are presented – practices that give teachers an opportunity to add to their repertoire of strategies and pedagogy in order to increase their ability to create more inclusive learning environments that benefit all children in general and Black children in particular.

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African American Children in Early Childhood Education
Type: Book
ISBN: 978-1-78714-258-9

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Book part
Publication date: 9 November 2020

Joy Lawson Davis, Donna Y. Ford, James L. Moore and Erinn Fears Floyd

The nature of rural living is often characterized as remote, limited in social and academic experiences and opportunities, and predominantly White and low income. For…

Abstract

The nature of rural living is often characterized as remote, limited in social and academic experiences and opportunities, and predominantly White and low income. For Black gifted students, these characterizations define daily isolation and alienation, accompanied by racially oppressive conditions that cause stress and give constant reminders of their oppressed group status, despite their high intellectual, academic, affective, and creative potential. These conditions, coupled with the misnomer that being a rural student means that one must be from the dominant culture, render them invisible on many social and demographic variables. Most scholarly research related to rural education focuses on one demographic – poor White students from Appalachian, Midwest, or Southern communities. While most of the literature focuses on this demographic, the majority of Black gifted students living in rural areas are located in the southern region of the United States. The Black rural community, including Black gifted students, is almost invisible in literature explicating the conditions of rural education in America. This chapter takes an updated look at Black gifted students in rural America based on our previous work on this population. We explore where these students reside, the traits that make them unique, which includes attention to culture, and make recommendations for future research and programming to meet their intellectual, academic, creative, and psychosocial needs with attention to access, equity, and excellence.

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Book part
Publication date: 8 July 2016

Sheyla Blumen

The current status of indigenous gifted children and youth in an ethno-linguistic diverse Andean country is presented. The major purposes of this chapter are: (a) to…

Abstract

The current status of indigenous gifted children and youth in an ethno-linguistic diverse Andean country is presented. The major purposes of this chapter are: (a) to describe gifted education in Peru, underlining the advocacy efforts toward the indigenous population; (b) to analyze the provisions for talent development in Peru; and (c) to present the challenges for the Peruvian indigenous gifted in the future, taking into consideration the needs and challenges of a multicultural society.

Details

Gifted Children of Color Around the World: Diverse Needs, Exemplary Practices, and Directions for the Future
Type: Book
ISBN: 978-1-78560-119-4

Keywords

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