What Are Some Factors Used To Identify Gifted And Talented
dq1what Are Some Factors Used To Identify Gifted And Talented Student
What are some factors used to identify gifted and talented students? How might ELLs or bilingual/dual language students be underrepresented? How might they be overrepresented? DQ2: What are two instructional recommendations for ELLs or bilingual/dual language students with an ID? Share at least two using cited material and elaborate on the importance of using best practices for this population.
Paper For Above instruction
Identifying gifted and talented students involves a multifaceted approach that considers various indicators of exceptional ability. Common factors include high performance on standardized tests, advanced reasoning skills, creativity, leadership qualities, and exceptional academic achievements (Ford & Grantham, 2003). Additionally, teacher recommendations, portfolios of student work, and socio-emotional assessments can contribute to a comprehensive identification process. These multiple measures aim to capture diverse expressions of giftedness that might not be evident through test scores alone (National Association for Gifted Children, 2010). However, despite these strategies, certain student populations such as English Language Learners (ELLs) or bilingual/dual language students often face challenges in being accurately identified as gifted and talented. ELLs may be underrepresented because language barriers can hinder their performance on traditional assessments that rely heavily on language proficiency, thus masking their true abilities (Miller & Binning, 2014). Conversely, they might be overrepresented if educators misinterpret language acquisition difficulties as signs of giftedness, leading to over-identification based on culturally biased perceptions or misjudged performance (Mooij, 2013). To address these discrepancies, culturally responsive assessment practices that include non-verbal tests and portfolios are recommended to better identify giftedness among multilingual students (Karnes et al., 2013). Given the critical importance of equitable identification, ensuring accurate and fair assessment strategies for ELLs aligns with best practices for providing all students with opportunities to excel and access specialized supports effectively.
References
- Ford, D. Y., & Grantham, T. C. (2003). Educational opportunities for gifted and talented students of color: Increasing access and closing achievement gaps. Gifted Child Quarterly, 47(2), 76–81.
- Karnes, M., Stevens, L., & Mergler, K. (2013). Cultivating culturally responsive gifted identification practices. Journal of Advanced Academics, 24(3), 167–204.
- Miller, M. D., & Binning, J. (2014). Challenges and opportunities in identifying gifted and talented ELL students. Roeper Review, 36(4), 231–241.
- Mooij, T. (2013). Giftedness and cultural diversity: Over- and underrepresentation in gifted education. Journal of Talent Development and Excellence, 5(1), 43–45.
- National Association for Gifted Children. (2010). Policies and practices for identifying gifted students. NAGC.