1. GT & Disproportionate Representation

2. A Caucasian girl who knows all the answers, is behaviorally compliant, and wear glasses…does not represent the diversity of this group of students.

3. No funding it is not a category under IDEA Low teacher referral
IQ 130 (child is performing better than 96% of the population)
Creative
Academic
Intellectual
Underachievers (self-selected) “you’re so good in math, why can’t you do better in all your other subjects.”
Economically disadvantaged
Highly talented with specific aptitudes.

4. GT + LD Show creative potential but also behave disruptively
Retain one grade
Their giftedness is missed in the early grades
Bore, display similar behaviors like ADHD or CD ODD (oppositional defiant disorder)

5. Gifted ≠ Bright Are beyond group Create new designs
Show strong interest
Plays around, yet test well
Prefer company of adults or smart peers
Top of group
Understand visual abstractions
Listen with interest
Work hard
Enjoy the company of peers

6. Giftedness is genetic
Environment does affect, looking at IQ test
Boys are underrepresented at the early years, high school girls may be more likely to avoid expressing..

7. Students with GT are found in every ethnic group or socio economical status (SES)
Jewish and Asian are more frequently identify
African American are underrepresented
Disadvantaged families and linguistically different, are infrequently identify as gifted. (referral bias, environmental factors)

8. GT/ELL
Has been acknowledge for many years, still ELL students are undeserved in GT programs, but overrepresented in special education programs.
Significant rise for other minority groups, but not sustained rise for Hispanic students
Nation at Risk 1980s 1990s in most districts little changed has seen in Hispanic students
Rapid increase 1979 (1 in 10), 2003 (1 in 5)

9. Challenging academic work in the native language
We focused on the weakness rather than their cognitive strength
ELL students have fewer opportunities to be noticed

10. Gallagher and Coleman(1994) found two barriers
Lack of communication between ELL/educators/special ED teachers.
Lack of explicit identification
Teachers have low expectations
Biases in standardized test( In English)
Lack of cultural relevancy of our definition of giftedness
A study by Peterson and Margolin(1997) found that teachers don’t refer ELL students (co-operate, answer questions and are punctual)

11. Mps 2nd grade GT test

12. Cognitive Ability Test-Form 7(CogAT7)

16. Parents are notified by a letter send home in their native language.
2/3 of identified children are placed in one classroom,
part-time GT coaches the elementary teacher.
No especial accommodations for any 2nd grader that takes the test.

17. “If their English wasn’t good, the kids wouldn’t never exceed expectations” Article
Tests are not culturally appropriate

18. Questions
When testing for giftedness (in English) are accommodations fair for ELL students whose parents don’t speak English? Explain more
What kind of talents GT ELL students might exhibit?

19. Resources
Plucker, Jonathan A, Harris Bryn, Rapp Kelly E, Martinez Rebecca. “Identifying Gifted and Talented English Language Learners: A Case Study.” pp
Cognitive Abilities Test Practice Activities. entAndIdentification/Practice_Activities_Screening_Form_Level_8.pdf. Accessed 15 October 2016.
Zentall, Sydney. “Student With Mild Exceptionalities.” Sage Publications, Inc