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ERIC Number: EJ987648
Record Type: Journal
Publication Date: 2012
Pages: 12
Abstractor: As Provided
Reference Count: 36
ISSN: ISSN-1555-6913
Ontario Educators' Perceptions of Barriers to the Identification of Gifted Children from Economically Disadvantaged and Limited English Proficient Backgrounds
Ryan, Thomas G.
Journal of the International Association of Special Education, v12 n1 p16-27 Spr 2012
A cross section of educators from Ontario, Canada, many of whom were beginning teachers, volunteered to complete the survey at an Ontario Faculty of Education. Of the 121 educators who participated, 55% worked with students at the elementary school level, 24% at the middle school level, and 23% at the high school level. This investigation of educators' perceptions of barriers to identifying gifted children from economically disadvantaged and limited English proficient backgrounds discovered three major barriers. Firstly, test bias was deemed a major barrier. Second, teachers' inability to recognize indicators of potential in certain groups was deemed a major barrier. Third, differences in language experiences can cause one group to misunderstand the other which can lead to dysfunction and the result is errors in judgement and a narrow Eurocentric "dominant" norm group predominates within gifted programs. Results were compared to similar studies in Africa and the United States. (Contains 1 table.)
International Association of Special Education. c/o College of Education, Northern Arizona University, P.O. Box 5774, Flagstaff, AZ 86011-5774. Tel: 928-523-8979; Fax: 928-523-1929; Web site:
Publication Type: Journal Articles; Reports - Research
Education Level: Elementary Education; High Schools; Middle Schools
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A
Identifiers - Location: Canada