The disproportionality of culturally and linguistically diverse learners in exceptional education is an ongoing issue (Bernal, 2002; Ford, 2012). One of these special populations is that of English learners (ELs), who are overrepresented in special education programs and underrepresented in gifted and talented programs (Ford, 2012).The extant…

The problem of culturally, linguistically, and economically diverse (CLED) student underrepresentation in gifted programs demonstrates a need to examine systemic processes, including the building of systemic capacity at the district and school levels where policies for gifted programs are formed and implemented. To examine the effects of this…

What happens when children are asked to give up their right to special education in order to access a French immersion program? By examining one mother's efforts to secure gifted support in a French immersion program, this critical inquiry offers a parental perspective of the special education issues of accessibility and inclusion. The two…

This paper discusses issues on cross-cultural gifted screening from a Philippine perspective. Research on gifted education in the Philippines, and Southeast Asia in general, is still nascent. The main focus of this review of literature is on equity of the gifted education screening process across wide socioeconomic, cultural, and linguistic…

With the sharp rise in students who are English language learners (ELL), research on identifying and serving the needs of gifted and talented (GT) ELL students offers fertile ground for best practice guidelines. The current study describes GT/ELL identification practices based on an in-depth case study of one diverse school district in the…

This report takes a comprehensive look at achievement for low-income promising learners--past, present, and future. At its core, it challenges the nation to move beyond its near-singular focus of achieving minimum performance for all students, to identifying and developing the talent of all students who are capable of high achievement, including…

A cross section of educators from Ontario, Canada, many of whom were beginning teachers, volunteered to complete the survey at an Ontario Faculty of Education. Of the 121 educators who participated, 55% worked with students at the elementary school level, 24% at the middle school level, and 23% at the high school level. This investigation of…

Relationships between foreign language learning and four characteristics--anxiety, aptitude, attitudes and attributions for success--were investigated for 95 students enrolled in introductory level Spanish classes at a large, southeastern university in the United States. Examination grades resulted in significantly positive correlation with an…

The authors examined individually administered IQ scores from an entire K-5 population (N = 432) of Limited English Proficient students referred for gifted program eligibility determination in a single large urban district in the southeastern United States. Of 8 IQ tests compared, only 1, the Stanford-Binet V, had scores appreciably lower than…

The under-identification and underrepresentation of English language learners (ELLs) in gifted programs remains a severe and pervasive problem in the field of gifted education (Yoon & Gentry, 2009, VanTassel-Baska & Stambaugh, 2007). This study focused on ELLs in grades K-5 from four elementary schools in Midwestern school districts (a) to…

This document focuses on some of the key issues that surround any substantive discussion of Limited-English-Proficient (LEP) children and gifted education. The goals, rationale, and criticisms of gifted education are discussed, and answers to how high-ability LEP students might better be served in these programs are sought. The discussion examines…

This article describes the Peabody Picture Vocabulary Test-Third Edition, an assessment designed to test preschool children in vocabulary acquisition, screen both for giftedness and mental retardation, and measure English language proficiency in individuals for whom English is not a primary language. Its administration, standardization,…

Designed for school personnel, the booklet discusses identification strategies for elementary and secondary gifted and talented (G/T) students with specific recommendations for language learning. The role of foreign languages in the education of G/T students is discussed and identification of giftedness in language learning is surveyed. The…

A study was conducted to determine teachers' level of awareness of the cultural and linguistic behaviors of gifted and talented Hispanic limited-English-proficient students that could mask a student's giftedness and result in inappropriate identification. (Author/VWL)

Eight gifted and eight general-education students engaged in discussions regarding their observations of, experiences in, and recommendations for education. Six categories emerged through qualitative analysis of their conversations. These categories include: problem solving, task commitment, self-perceptions, education, communication, and…