ERIC Number: ED429752
Record Type: RIE
Publication Date: 1999-Mar
Rural Hispanic Children and Giftedness: Why the Difficulty in Identification?
This paper discusses problems related to identification of gifted Hispanic children in rural areas. While the federal definition of giftedness is subscribed to by most states, local districts tend to seek and find White, middle-class academic achievers. One problem associated with identification of gifted minorities is that the research and literature on minorities has focused more on deficits than on strengths. Obstacles to identification include language differences, inappropriate use of I.Q. information, differences in home and cultural backgrounds, effects of poverty, limited out-of-school educational experiences, and racial or ethnic bias. In assessing student abilities, it is essential to understand that each instrument or procedure measures only one of many facets. Measures that go beyond academic achievement must be used to find students whose abilities are not indicated by tests and school performance. Three major types of educational adaptations for the gifted Hispanic student are suggested: counseling to help students caught between conflicting cultures, the building of self-knowledge, and the development of meaningful curriculum adaptations. Six suggestions are listed to help parents, counselors, and teachers work successfully with culturally diverse gifted learners. Contains 26 references. (CDS)
Publication Type: Information Analyses; Speeches/Meeting Papers
Education Level: N/A
Authoring Institution: N/A
Note: In: Rural Special Education for the New Millennium. Conference Proceedings of the American Council on Rural Special Education (ACRES) (19th, Albuquerque, New Mexico, March 25-27, 1999); see RC 021 888.