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Enhancing Gifted Education: Identifying and Supporting Students from Poverty

The disparity in the identification of gifted students, particularly those from low-income backgrounds, raises concerns about equitable education. As Justice Felix Frankfurter observed, "there's nothing so unequal as the equal treatment of unequals." Traditional measures may overlook talented individuals in poverty due to a lack of resources and support. This article discusses the need for alternative identification methods, highlighting the importance of early and ongoing assessments, multi-dimensional evaluations, and nurturing relationships. It also explores strategies, such as mentorship programs and curriculum adaptations, to create equitable opportunities for gifted students from impoverished backgrounds.

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Enhancing Gifted Education: Identifying and Supporting Students from Poverty

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  1. POVERTY AND THE GIFTED STUDENT

  2. U.S. Supreme Court Justice Felix Frankfurter once said… “There’s nothing so unequal as the equal treatment of unequals.”

  3. Question 1: Should We Use Different Measures To Identify Gifted Students Of Poverty? If So, What Should Those Measures Look Like?

  4. Some Characteristics Of Students In Poverty • May lack many basic academic skills expected of gifted students • Feelings of inadequacy, a lowering of an already low self-image • May lack many of the resources needed to meet the academic requirements of a “traditional” gifted program • Teachers who don’t understand the “hidden rules” of poverty may not refer/nominate students or spend time removing students from the program • Underachievement, low motivation • Undeveloped potential, uneven more profile References: NAGC, Ruby Payne, Vanderbilt PTY

  5. Some Of The Contributing Factors • Parents’ educational/occupational background • Parent/Teacher/Student Attitudes • Parents may be unaware of services that are available • No access to resources • Very little prerequisite basic skills • Most schools are middle-class systems that operate from middle class values References: Vanderbilt PTY Website (Dr. Thomerson, Dr. Peters, Dr. Ford, and Dr. Stambaugh)

  6. How Should Measures Look Different For Children Of Poverty? • Identification should take place early and often • Home environment must be taken into account • Teacher Nominations – teachers should be provided training in identification of culturally different students • Verbal and Nonverbal Measures of Intelligence • Multidimensional/dynamic Assessments • Move from nominations to whole-class screenings • Move from relying on cutoff scores to looking for evidence • RELATIONSHIPS are key with students and parents

  7. Question 2 :What are some solutions and strategies that allow you to create a more equitable program for Gifted students of poverty?

  8. We Must Consider The Environment • Testing • Alternative Measures EOP • Performance Patterns

  9. Utilize The Resources We Already Have To Address Environmental Deficits Students Face • Looping to meet the needs of Gifted students of poverty - Pros/Cons (see board)

  10. Multi-age Grouping To Meet The Needs Of Gifted Students Of Poverty - Pros/Cons (see board)

  11. Additional Curricular Opportunities • After-School • Mentoring Programs • Pro-active Career and Guidance Programs

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