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Advocating for The Gifted Poor
Transcript of Advocating for The Gifted Poor
1. A Gateway Between
Gifted Programming and
3. Knowledge of Disparities
in Resource Allocation
6. Self-Awareness of Biases
in the Nomination Process
Rosa M. Banda,
Alonzo M. Flowers,
Lonnie Booker Jr., Ph.D.
8. Parent Involvement
7. Navigating the Student
through the Gifted
2. Understand the Multi-
dimensions of Poverty
4. Earlier Identification
9. Teacher Advocacy
5. Design Curriculum with
All Students in Mind
that all children start at the same place developmentally, or that all children are made to feel welcomed across and within all school contexts, is just that—a myth—with little basis in reality.
For students of color, it is disheartening to realize that the reality of their
in an educational setting
already places them at a disadvantage
for learning (Levine, 2005).
Rosa Maria Banda, Ph.D. is currently a Research Associate at Rutgers University.
She received her Doctorate from Texas A&M and previously worked at a charter school in San Antonio, TX.
Alonzo M. Flowers III, Ph.D. is currently an Assistant Professor in Higher Education and Community College Leadership at Old Dominion University.
He received his Doctorate from Texas A&M and previously taught middle school at a charter school in
San Antonio, TX.
Lonnie Booker Jr., Ph.D. is currently the Director/Assistant Professor of Emergency Management programs at
Kansas Wesleyan University
Often times when identifying gifted students, school districts do not take into account that students from poverty-stricken backgrounds have not been afforded the same opportunities as their counterparts
Think of it this way:
Bob's parents can afford to take him to Colorado, rent equipment, and teach him to ski at the age of 6.
Jim's parents cannot afford to do those things and he does not learn to ski at 6.
Does Bob have more innate skiing ability than Jim, who never learned? No, but Bob had the opportunity to learn, which may make Bob seem more able.
Who is Gifted?
The criteria used to define giftedness does not take into account factors such as "gender, race, culture,
ethnicity and socioeconomic status” (Fries-Britt, 1997, p. 65)
"Existing definitions of giftedness have not taken into account the unique attributes, learning styles, and cultural backgrounds of students of color." Ford (2004) and Bonner (2001)
Recommendations from the authors
How does this article apply to my current position working with individuals with intellectual and developments disabilities?
-Sometimes people think individuals with disabilities are not capable of certain skills when it may be that they were never given the opportunity to learn that skill.
-I plan to work with my staff to recognize this and give all of our clients an opportunity to learn things they may not have been exposed to previously.