ERIC Number: ED207290
Record Type: RIE
Publication Date: 1981-Feb
Strategies for Identification and Academic Development of the Gifted/Talented Bilingual Student.
Thomson, Barbara M.; Cisternas, Eladio
The paper describes the theoretical foundations of a project which would provide special education for gifted bilingual students in grades 6, 7, and 8. Major components of the project are: procedures for identifying gifted bilingual students, curriculum needs of these students, and the role of the teacher. A multiple assessment procedure (including questionnaires, parent conferences, teacher evaluation, and peer information) is recommended to identify the bilingual student whose intellectual or creative ability is above average and the underachieving gifted bilingual student. Stressed is the need to observe the "problem child" for possible giftedness and the importance of testing bilingual students in their primary language. The curriculum recommended is based on a humanistic philosophy of education and an instructional model which blends the following three strategies: mastery teaching, the confluent theory of education (which integrates the affective with the cognitive domain), and implications of the right and left hemispheres on learning modalities. The sequential introduction of major concepts, some room for individual initiative, and frequent individual conferences are stressed. The project recognizes the importance of the teacher by providing opportunities for continued professional development of project teachers. (DB)
Publication Type: Speeches/Meeting Papers; Reports - Descriptive
Education Level: N/A
Authoring Institution: N/A
Note: Paper presented at The Council for Exceptional Children Conference on The Exceptional Bilingual Child (New Orleans, LA, February 18-20, 1981, Session Th-17).