Increasing Diversity in Gifted Education provides guidance for meeting the educational needs of high-potential students across many racial, ethnic, language, and economic groups as well as some categories of disability. Using this book, educators of high potential and gifted students from backgrounds that are traditionally underrepresented and underserved in gifted and advanced instructional settings, can guide these students to achieve and make significant contributions to all aspects of American society. Practitioners will also gain the information and knowledge needed to increase the identification of culturally, linguistically, and ethnically diverse (CLED) and twice-exceptional students for gifted education programs and services.
Table of Contents
Introduction Chapter 1: Overview of Gifted Identification Issues Related to Students From Culturally, Linguistically, and/or Ethnically Diverse (CLED) Backgrounds and Those With Disabilities Chapter 2: African American Gifted Learners Chapter 3: Hispanic/Latino Gifted Learners Chapter 4: Gifted English Language Learners Chapter 5: Twice-Exceptional Students Chapter 6: Promising Practices From the Field: Identifying and Retaining Diverse Students in Gifted Programs: Voices of the Teachers of CLED Students Chapter 7: One Perspective: The Challenges and Triumphs of a Former CLED Student in Programs for Gifted Middle School and High School Students Chapter 8: Closing Words Appendix A: Resources Appendix B: Diverse Gifted Learners: Teacher Survey Protocol About the Authors
Monique Felder was the Director of the Division of Accelerated and Enriched Instruction (AEI) with Montgomery County Public Schools (MCPS), which is the largest school district in Maryland, for 3 years after serving as supervisor in the same division for 3 years. Dr. Felder supervised instructional specialists and coordinated and supported the accelerated and enriched instruction/gifted and talented programs and services, grades K-12, as well as supported teacher professional development to ensure rigorous instructional programs and services for students. Currently, Dr. Felder is the Director of the Interventions Network in MCPS. Dr. Felder also serves as a faculty associate for McDaniel College's Curriculum and Instruction master's degree program and coordinates the Institute for Educational Leadership's flagship leadership program in Washington, D.C.
Gloria Taradash holds a bachelor's degree in African American studies, a master's degree in Secondary Education, and a Ph.D. in special education with an emphasis on gifted minorities and parents.
As a Native American educator with more than 30 years of experience working with children and special education staff including professionals in gifted education this book is full of invaluable information for educators. Identification of gifted characteristics in children from culturally, linguistically, and ethically diverse (CLED) backgrounds are often challenging for educators. This book not only points out the characteristics of giftedness but also supports the evaluation and assessment of CLED children. I highly recommend it to clinicians, teachers, parents, and researchers who work with and know these talented special children.,Dr. Daisy Thompson, 3/12/15
The book is personalized as authors provide a review of research they have conducted through surveying teachers in the field as well as a case study that provides a glimpse of the challenges and triumphs of a former CLED student. An appendices section provides easy-to-use resources that include tables and charts that summarize characteristics of CLED gifted students.,Gifted Child Today, 6/21/15