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ERIC Number: ED371497
Record Type: Non-Journal
Publication Date: 1994-Apr-7
Pages: 11
Abstractor: N/A
Reference Count: N/A
African American Students with Gifts and Talents in an Inclusive Classroom.
Patton, James M.
This presentation addresses ways to meet the needs of African-American gifted students and offers suggestions for inclusive classroom interventions that are liberating for students who exist simultaneously in African American culture, American mainstream culture, and as gifted and talented learners. The identification of these learners must begin with an examination of the belief system embraced by stakeholders and a nominating and screening process that is broad and deep, extending into African American communities, businesses, churches, and professional organizations. A holistic paradigm to guide appropriate programming should be reflective of and complementary to African American culture, multicultural and global in perspective, cognitively and creatively challenging, active and interactional, reflective of formative and summative evaluation efforts, and empowering. Tables list cognitive strengths/preferred learning modes of African-American gifted learners and implications for construction of appropriate learning experiences, psychosocial needs of young gifted African Americans and suggested programmatic responses, traditional and empowering staff development practices, and traditional and empowering approaches to family involvement. (Contains 14 references.) (JDD)
Publication Type: Speeches/Meeting Papers; Opinion Papers
Education Level: N/A
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A