Introducing 

Prezi AI.

Your new presentation assistant.

Refine, enhance, and tailor your content, source relevant images, and edit visuals quicker than ever before.

Loading…
Transcript

Resources

Clark, B. (2013). Growing up Gifted: Developing the

Potential of Children at School and at Home (8th ed.). Boston: Pearson Education, Inc.

Stambaugh, T. Ph.D. Retrieved from

www.scgifted.org/scpoverty.ppt

Conclusion

Under representation of economically disadvantaged students is a result of more than simple test results. Identification of these students is not enough. Improving gifted and talented education is an ongoing process. We as educators, community members, and parents must work together to develop programs both inside and outside of school that will allow economically disadvantaged students to advance both socially and academically.

Suggested Interventions

  • Offer after school, extra-curricular programs geared toward math and science to enhance college application
  • Offer programs to prepare students for gifted program
  • Provide dual-enrollment opportunities
  • Offer explicit instruction in English
  • Encourage participation in community programs for social and intellectual development
  • Teach critical thinking skills
  • Choice and discussion for learning
  • Sort relevant and irrelevant information
  • Teach questioning techniques
  • Encourage parent involvement
  • Praise / Positive learning environment

(Clark, p. 239-240)

How Can Economically Disadvantaged Families Assist Their Gifted Child?

  • Encourage
  • Monitor progress
  • Communicate high expectations for academic achievement
  • View socioeconomic circumstances as motivator to succeed

Barriers Found in Economically Disadvantaged

Home

  • Belief giftedness can not exist in SED population
  • Inability to speak English
  • Lack of playthings to stimulate cognitive and developmental skills
  • Lack of conversation
  • Type of discipline
  • Guardians work more than 1 job (Home jobs left to younger siblings)

School

  • Belief giftedness can not exist in SED population
  • Negative attitude of SED gifted population toward school, teachers, own achievement, inability of focus on long term goals
  • Use of violence by SED gifted students to resolve problems
  • Lack of alternative activities for SED students in the program

Learning Differences

  • Cognitive Functioning
  • Sequencing
  • Cause and Effect
  • Categorization
  • Language Skills
  • Vocabulary limited
  • Grammar
  • Reading

Due to deficiencies in these areas, negative behaviors and attitudes often result. (Clark, p. 239)

Other Strategies for Identifying Economically Disadvantaged Students

The Road to Gifted Education

  • Use assessments to allow a fair opportunity over time
  • Creative choices such as comic strips, PowerPoint, models, maps, portfolio, journal, inventions, joke-telling, songs, etc.
  • Use multiple measures both traditional and non-traditional
  • Use measures of verbal and non-verbal abilities
  • Identify multiple areas of intelligence

Identification Tools for Gifted

Low representation of SES in gifted programs is many times related to inappropriate testing. (Clark, p.237) Using a mixture of traditional and non-traditional methods can help identify economically disadvantaged gifted and talented students.

Traditional

  • Intelligence tests
  • Achievement tests
  • Aptitude tests (domain specific)
  • Grades
  • Teacher referrals

Non-traditional

  • Nonverbal ability test
  • Creativity tests
  • Student portfolios/performance by audition
  • Performance-based assessment
  • parent/peer/community referrals
  • Self-nomination
  • Checklists

List Retrieved from Tamra Stambaugh, Ph.D.

www.scgifted.org/scpoverty.ppt

Observable Traits to Assist in the Identification of Economically Disadvantaged Gifted Students

  • Higher mathematics and verbal abilities
  • Demonstrates curiosity
  • Independent
  • Demonstrates imagination in thinking
  • Flexibility in problem solving strategies
  • Rapid learning rate
  • Ability to retain and apply learning
  • Desire to learn
  • Demonstrates originality and creative thinking
  • Demonstrates leadership among their low socioeconomic peers
  • Varied interests
  • Generalizes learning and demonstrates relationships in unrelated concepts
  • Mature sense of humor

(Clark, pp. 236-237)

Result of Poverty on Gifted Students

Poverty stricken gifted and talented students lack opportunities in their environments. As a result these students develop different.....

  • Perceptions
  • Ways of responding
  • Expectations
  • Set of rules for how the world works

Example: Language ability

Fails to be understood, personal, emotional, loud, and not chronologically or grammatically sequenced (Clark, p. 236)

for the Economically Disadvantaged

By: Dinean Stevens

Poverty & Gifted Education

What is Poverty?

Poverty is not simply a lack of money. "Poverty involves the extent to which an individual does without resources - not only financial resources, but also emotional, intellectual, and physical resources; relationships and role models, and innumerable external support systems." (Clark, p. 236)

Learn more about creating dynamic, engaging presentations with Prezi