To recognize and address the needs of diverse gifted populations through education, advocacy, support, collaboration and networking. For questions or to join this committee, contact Chair April Wells.
Diverse Gifted Populations:
Who might they be?*
Rosina M. Gallagher
Exploring the Illinois State Board of Education Gifted Education Seminar (GES) with educators across the state has been most gratifying. This experience has afforded me the opportunity to review and update a wealth of information with colleagues, experienced teachers and inquiring neophytes in the field of gifted education. Their dedication, creativity, enthusiasm and respect for students are inspiring. A particular theme of the GES that is particularly relevant to my 30 years in the field, is how to include high-potential, atypical learners in appropriately challenging programming. “Who might they be?” is a question that stirs varied responses at each session. While students from poverty and diverse cultural and linguistic background are generally mentioned, other groups to be discussed subsequently are increasingly included.
This article updates or extends ideas presented in Diversity and Equity in Illinois: Responding to Differences within the gifted population, a companion to the GES, and in The Prism of Giftedness, a brochure by the Diverse Gifted Populations Committee of the Illinois Association for Gifted Children (IAGC). Both of these publications include extensive references on this topic. Exceptional ability and diverse home life experiences are two umbrellas that can be used to integrate varied groups that emerge periodically to the foreground in our public schools. By way of introduction, it should be clarified that the primary purpose of identifying specific groups is to emphasize that giftedness can be present among marginalized students who, invisible to the system, appear only unexpectedly. It is also acknowledged, that, while some underserved populations are statistically identifiable, many are not. As participants in the GES generally comment, however, every child deserves to be provided educational services to maximize his or her potential. It is thus important that educators share experiences to become aware of subgroups that increasingly emerge in our ever-changing communities....
* This is from the 2014 Journal. IAGC members can Login on the homepage to see the Journal link in the main menu to read all of the articles in the Journal with a focus on underrepresented gifted populations.
Not a member? Join today to be able to read the entire Journal.
Download the Diverse Gifted Populations brochure.
The Diverse Gifted Populations will meet, usually from 10:00 a.m. - 12 noon on Saturday mornings at IMSA. See the dates on the homepage.
"Twice-Exceptional Students / Gifted Students with Disabilities" This publication by the Colorado Department of Education has been recognized as a model by the the Illinois State Board of Education (ISBE) Advisory Council on the Education of Gifted and Talented Children and the ISBE Special Education Advisory Council.
"Outside of the Box Gifted Learners"
To view a presentation for IAGC in June 2010 describing twice-exceptional gifted students and how to meet their needs, go here.
Diverse Gifted Populations
To download a brochure of resources, go here.
Identifying and Serving Culturally and Linguistically Diverse Gifted Students
Get the NAGC Position Paper here.
Did You Know? Diverse Learners; NAGC Research and Evaluation Network, 2013-2014
Diversity viewed through a glass prism
Diversity in gifted education might be viewed through an ideal, three-sided glass prism. Its triangular base reveals cognitive ability from above average to the upper limits of intellectual precocity. One of its lateral facets reflects the varied learning styles that are better understood today: from learning through tangible media, concrete examples and hands-on experiences, to manipulating complex ideas, predicting consequences and generating multiple solutions in problem-solving. Its complementary facet reflects those personality attributes such as curiosity, drive and perseverance that enable individuals to develop their talents, creativity and resilience for caring, satisfying lives, the triangle at the apex. The rear, sustaining facet, reveals a rich, nurturing environment that varies according to home, school, community experiences and eventual, chosen lifestyle. When casting the light of lifelong learning upon its angles, the prism radiates the rainbow of races and cultures that make up this great nation.
Rosina Gallagher, Ph.D. (2010)
Suggested Resources on Diversity
Assouline, S. G., Foley Nicpon, M., Colangelo, N., O’Brien, M. (2007). The Paradox of giftedness and autism: Packet of information for professionals. Iowa City: University of Iowa Belin-Blank Center.
Colangelo, N., Assouline, S. G. and New, J. K. (2001). Gifted voices from rural America. Belin-Blank Center. Iowa City, IA: University of Iowa.
Eide, B. and Eide, F. (2006). The mislabeled child: How understanding your child’s unique learning style can open the door to success. New York: Hyperion.
Ford, D. Y. (2004). Curriculum and instruction for culturally diverse gifted learners. In Tomlinson, C. A., Reis, S. M., Briggs, C. J. and Strickland, C. A., In search of the dream: Designing schools and classrooms that work for high potential students from diverse cultural backgrounds. NAGC and the NRCGT. www.nagc.org
Gallagher, R. M. (2010 in process). Including culturally, linguistically and economically diverse students in gifted education. In: Diversity Guide for the Gifted Education Seminar. ISBE.
Korb, K. A. & Lohman, D. F. (2007). Identifying Academically gifted English language learners using nonverbal tests: A comparison of the Raven, NNAT, and CogAT. A paper presented at AERA Annual Meeting, Chicago, IL.
Kranowitz, C. S.(2005). The out-of-sync child: Recognizing and coping with sensory processing disorder. New York, NY: Penguin Group.
Lohman, D. F. (2005). An aptitude perspective on talent: Implications for identification of academically gifted minority students. J. of Education of the Gifted. 28, (3/4), 333-360.
Lovecky, D. V. (2004). Different minds: Gifted children with AD/HD, Asperger Syndrome, and other learning deficits. London & Philadelphia: Jessica Kingsley Publications.
Maker, C.J., & Schiever, S. W. (Eds.). (1989). Critical issues in gifted education: Defensible programs for cultural and ethnic minorities. Austin, TX: PRO-ED.
National Association for Gifted Children. (2006). The twice-exceptional dilemma. New Guide by NEA and NAGC for educators, school districts and parents. Washington, D.C: NAGC.
Silverman, L. K. (2003). Upside-down brilliance: The visual-spatial learner. Boulder, CO: DeLeon Publishing Co.
VanTassel-Baska, J. L., Ed. (2010). Patterns and profiles of promising learners from poverty. Waco, TX: Prufrock Press.
Webb, J. T., Amend, E. R., Webb, N. E., Goerss, J., Beljan, P. & Olenchak, F. R. (2005). Misdiagnosis and dual diagnoses of gifted children and adults. Scottsdale, AZ: Great Potential Press.
Hoagies’ Gifted Ed
includes a page that focuses on preschoolers—parenting, teaching and social-emotional issues.