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Underrepresented Populations in Gifted and Talented Education
Transcript of Underrepresented Populations in Gifted and Talented Education
A P.D. Presentation
Get it... gifted...
in Gifted and Talented Education
& Economic Disparity
Find a nearby Colleague
and talk about the following:
What types of students would you identify as underrepresented?
At least when it comes to gifted students...
Have you ever taught any of these students?
If so, what were some difficulties that you encountered in teaching that child?
Single Criteria Identification
Use of Multiple Tests
Creativity, IQ, Achievement
Matrix Identification Models
Teacher, Parent, & Peer Input and Nominations
Let's brainstorm some characteristics that may help identify Culturally Different Students
Some examples to get you started:
Original art ideas
Writes or draws in their spare time
Suggests alternate solutions to problems or different ways to do an activity.
Imaginative when making excuses or trying to get out of work
Students may experience social isolation if they are the only one of their ethic group in the class. This may lead to a lack of a supportive peer group
Parents and families may have bad memories of their own educational experiences
Students may have poor self-image and lack motivation to perform to their fullest potential
Lack of extra support programs to help them succeed
Studies show that students from a low-income home often start school with significantly lower cognitive skills
Potential Educational Difficulties
Improve Family to School Relations
Improve Social and Emotional Relations
Extra Curricular & After School Activities
Promote Parental Involvement
Parental Support Groups
Introspective Writing & Art Projects or Activities
Group Team building Activities
Balanced Grouping for Projects
Whole School & Gifted Resource Teacher
Employ aesthetic and artistic aspects in classroom activities
Look for the potential and teach to the student's strengths.
Help with Assessments
Idea Generation for Multicultural Curriculum
Enrichment & Acceleration
Other Underrepresented Learners
Many of these struggles and strategies will be similar to those we just discussed
Let's take a moment to talk with a colleague and then back with the group about the following questions:
Describe the different struggles that an African American boy would have as compared to a boy of Asian decent.
What are some struggles that students with Latin heritage might have?
How are cultural and ethic identities different (or the same)?
Gifted Students with Disabilities
"Individuals with exceptional ability or potential who are capable of high performance
despite such disabilities as hearing, speech, vision, orthopedic, or emotional impairments,
learning disabilities, or other health problems, either singly or in combination."
Often overlooked for identification due to behavior problems, teachers focusing too much on the disability or having lower expectations, inappropriate testing standards, or the student may have difficulty communicating - to name a few.
Please take a moment to pick one of the disabilities listed above, or one of your own choosing, and discuss with a nearby colleague about how that student could demonstrate their gifted abilities either through their disability or in spite of it. You are encouraged use examples from your own teaching history!
"Programming for gifted children with disabilities may vary in type and content to the same extent as for other gifted children. It can include the same acceleration, enrichment, grouping, and counseling tactics, and with the same view toward developing the child’s strengths, promoting high achievement, and enhancing creative and other high-level thinking skills. However, the program also must include some special components based on additional needs related to the handicapping condition.
Instead of categorizing the student first as having a disability and second as gifted, the G/T program should view the child primarily as a gifted child, but one who may need some special assistance because of his or her disability.
The primary emphasis should be on the recognition and facilitation of the child’s strengths.
A secondary focus is to prevent the disability from becoming a deterrent to the development and expression of the child’s talent."
A short video on students with visual impairments
What We Can Do Together
Did you see or learn anything in the video that we could use with students in our school?
(Davis, Rimm, & Siegle 2011)
(Davis, Rimm, & Siegle, 2011)
Many of the issues that female students encounter are directly related to the social and economic issues that adult females encounter in the home, workplace, and social settings. Stereotyping, lower expectations, and predefined gender roles all play part in preventing female students from being as successful as their male counterparts.
Please take a moment to discuss how you have seen these issues play out in the classroom and your response to the situation.
"Research suggests four important factors that seem to be linked to lower self-expectations and aspirations of females:
a lower sense of competence,
a tendency to attribute failures to oneself and successes to external factors
lower achievement motivation
the “fear of success” syndrome.
These undoubtedly are interrelated and together decrease the likelihood of gifted women aspiring to challenging professions."
(Davis, Rimm, & Siegle, 2011)
Ensuring Success of Gifted Females
Assessment - Constantly ask questions about your content and programming. Are female needs and interests taken into account?
Communication - Discuss with faculty and parents about gender equality and really emphasize the benefits to the students.
Changing Expectations - Help the students to identify with high-level careers and provide opportunities for students to hear, see, and work with females in these types of careers.
Role Models - Assist your female students with finding appropriate role models - Allow them to meet and communicate with someone local.
Correct Skill Deficiencies - Pay careful mind to the areas of Math and Science but "teachers and counselors can also ensure gifted girls are helped in developing autonomy, self-confidence, a willingness to compete, leadership, resilience, and assertiveness."
Change Home Reinforcements - Parents should be mindful of their expectations and also help monitor aspects of the student's social life like appearance & friendships.
Let's Wrap it Up
The Gifted Teacher is here to help with identification, idea generation, enrichment, acceleration, lesson modification, cultural and ethnic curriculum planning, and to ensure that students are viewed by their potential and not only by their demonstrated abilities.
As Classroom Teachers, your role is crucial to the student's success. It is most important that you teach to the student's strengths and maintain good communication with all interested faculty and family members
Thank you for your time.
Any Questions or Comments?
Information in this presentation is taken from:
Davis, G.A., Rimm, S.B., & Siegle, D. (2011). Education of the gifted and talented (6th ed.). Boston: Pearson.
(Davis, Rimm, Siegle, 2011)