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Gifted

• A Framework for Infusing Multicultural Curriculum into Gifted Education
  This article offers a framework for infusing multicultural curriculum into gifted education that integrates two, heretofore, parallel models in education, Benjamin Bloom's taxonomy of educational objectives (1956) and Banks and Banks' (1993) model of multicultural education. (Contains 15 references.) (DB).
• A Program for Change: Educating for Racial Diversity
  The six stages of the concerns-based adoption model (CBAM) (G. Hall, R.
• Action Research and Practical Inquiry: Multicultural Content Integration in Gifted Education: Lessons from the Field
  An informal survey of 71 teachers of the gifted participating in an in-service course on gifted education suggested that many teachers had goals and experiences related to multicultural curricula for gifted children. Through the survey, teachers also identified obstacles they encountered in implementing multicultural activities and benefits they perceived.
• Creativity and Giftedness in Culturally Diverse Students. Perspectives on Creativity
  The 11 chapters in this text address issues concerned with identification and educational intervention with gifted students who are from culturally diverse backgrounds.
• Empowering Culturally Diverse Exceptional Learners in the 21st Century: Imperatives for U.S. Educators
  This article examines issues in the education of culturally different students in the nation's schools. The first section examines factors underlying the future education of this population including demographic increases in numbers of culturally diverse students in the schools, historic discrimination against these groups, and under-representation or over-representation of some ethnic minorities in certain special education categories.
• Identifying and Assessing Gifted and Talented Bilingual Hispanic Students. ERIC Digest
  This Digest discusses the ongoing effort to develop new methods for identifying talent and giftedness among bilingual and limited-English-proficient Hispanic students. To provide better profiles for the identification of all gifted children, research suggests use of both qualitative and quantitative instruments.
• Multicultural Education for Learners with Exceptionalities. Advances in Special Education Series, Volume 12
  This volume contains a collection of chapters written by individuals in the fields of general and special education on multicultural education and students with exceptionalities.
• Multicultural Gifted Education. Education and Psychology of the Gifted Series
  This book provides a comprehensive and practical resource for raising the expectations and level of instruction for gifted minority students. The volume contains case studies of multicultural gifted education in practice, suggests methods for "best practice" for classroom teachers, supplies sample activities, and provides guidelines and a checklist to evaluate multicultural education programs.
• Multicultural Literature and Gifted Black Students: Promoting Self-Understanding, Awareness, and Pride
  This article focuses on recommended literature for gifted black and other minority students. The use of bibliotherapy with gifted students is described and recommendations are presented for using multicultural literature, along with guidelines for selecting high quality multicultural literature.
• Multicultural Mentoring of the Gifted and Talented
  This guide offers guidance for mentoring programs and relationships serving gifted and/or talented students from multicultural and/or disadvantaged environments.
• Multicultural Training Needs for Counselors of Gifted African American Children
  Identifies problems related to a counselor's lack of training to assist gifted African American children and proposes steps toward appropriate counselor training. A good multicultural training program has components of consciousness raising, antiracism, and knowledge and skill development.
• Multiple Voices for Ethnically Diverse Exceptional Learners. 1997
  This collection of articles focuses on the paradigms, research, policies, and daily school practices that tend either to reduce or perpetuate inequities in educational opportunities for culturally and linguistically diverse individuals with disabilities and/or gifts and talents.
• Reversing Underachievement among Gifted Black Students: Promising Practices and Programs. Education and Psychology of the Gifted Series
  This book focuses on the psychological, social, and cultural factors that influence the achievement of black youth who are gifted or potentially gifted, the prevention of underachievement, and appropriate interventions in cases of underachievement. The roles that families, educators, peers, and students themselves must play in promoting the academic, psychological, and socioemotional well being of these students are emphasized.
• Reversing Underachievement among Gifted Black Students: Promising Practices and Programs. Education and Psychology of the Gifted Series
  This book focuses on the psychological, social, and cultural factors that influence the achievement of black youth who are gifted or potentially gifted, the prevention of underachievement, and appropriate interventions in cases of underachievement. The roles that families, educators, peers, and students themselves must play in promoting the academic, psychological, and socioemotional well-being of these students are emphasized.
• Rural Special Education for the New Millennium. Conference Proceedings of the American Council on Rural Special Education (ACRES) (19th, Albuquerque, New Mexico, March 25-27, 1999)
  This proceeding, containing 69 paper and poster presentations, focuses on innovation and hope with a glance to the future.
• Rural Special Education for the New Millennium. Conference Proceedings of the American Council on Rural Special Education (ACRES) (19th, Albuquerque, New Mexico, March 25-27, 1999)
  This proceedings, containing 69 paper and poster presentations, focuses on innovation and hope with a glance to the future. The conference was planned to include theoretical discussions, current research findings, and promising practices based on sound evidence.
• Special and Gifted Education and the Legacy of "Plessy v. Ferguson."
  Students enrolled in regular, special, or gifted education have much to offer society and should not be consigned to the quarantines of separate schooling, as in the case of "Plessy." Older tracking and assessment models have outlived their usefulness within the current context of a multicultural society. (Contains 20 references.) (MLH).
• Suicide among Talented Youngsters: A Sociocultural Perspective
  Discusses suicide among gifted and talented students from a multicultural perspective. Focuses on the role of family, school, community, and culture in suicide prevention.
• Teachers of Gifted Students: Suggested Multicultural Characteristics and Competencies
  This article discusses desired characteristics and competencies in teachers of gifted students who are culturally, ethnically, or linguistically diverse. These include: culturally relevant pedagogy, equity pedagogy, a holistic teaching philosophy, a communal philosophy, respect for students' primary language, culturally congruent instructional practices, culturally sensitive assessment, student-family-teacher relationships, and teacher diversity.
• Teaching Post-Colonial Studies to Gifted High School Students
  Describes a multicultural English course for gifted high school students in Canada. A tone of understanding and acceptance is set through appealing to students' own experiences in an interdisciplinary approach to world literature.
• Three Ways To Achieve a More Equitable Representation of Culturally and Linguistically Different Students in GT Programs
  This article posits that increasing minority teachers in gifted and talented (GT) programs will lead to an increase of minority students in GT programs. Ways to recruit and prepare minority teachers are discussed, as are multicultural and bilingual options for GT programs.
• Understanding Our Gifted. Volume 8, 1996
  This collection of six newsletter issues focuses on the educational needs of gifted students.
• Using Multicultural Literature in Gifted Education Classrooms
  Explains the Ford-Harris Matrix model of multicultural education in teaching literature to gifted students. This matrix combines levels of infusing multicultural content (contributions, additive, transformation, and social action) with the thinking processes of Bloom's Cognitive Taxonomy (knowledge, comprehension, application, analysis, synthesis, and evaluation).