ERIC Number: ED255010
Record Type: RIE
Publication Date: 1982-Jun-12
Reference Count: 0
Cultural and Educational Variables Involved in Identifying and Educating Gifted and Talented American Indian Children.
Faas, Larry A.
Interviews were conducted with 45 members of the Arizona Indian community and 34 non-Indian teachers employed at schools where the majority of students are American Indians to examine variables involved in identifying and providing programs for gifted Indian children. Ss were asked a series of questions regarding definitions and characteristics of gifted individuals in their tribe's culture and appropriate identification procedures. Three degrees of adherence to the Indian way of life were noted: (1) Indians who have rejected most aspects of their culture, (2) Indians who practice many traditional ways while also participating in non-Indian cultural experiences, and (3) Indians from homes where the traditional Indian way of life is strictly practiced. The existence of a non-competition ethic among members of the Indian population was acknowledged by many, principally those with strong traditional cultural ties. The concept of giftedness as it is commonly known among non-Indians is largely foreign to traditional Indian culture, and examples of talents and special abilities were references to functional behavior. Guidelines for identification are suggested, including the use of instruments that provide for nonverbal and verbal responses and the application of informal assessment strategies. Instructional program suggestions include an emphasis on one-to-one services rather than identifiable classes for the gifted and provisions for continued stress on basic skill development, particularly language skills. (CL)
Publication Type: Speeches/Meeting Papers; Reports - Research
Education Level: N/A
Authoring Institution: N/A
Note: Paper presented at the Gifted Minorities Conference (Tuscon, AZ, June 12, 1982).