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POVERTY AND THE GIFTED STUDENT

POVERTY AND THE GIFTED STUDENT. U.S. Supreme Court Justice Felix Frankfurter once said… “There’s nothing so unequal as the equal treatment of unequals .”. Question 1: Should We Use Different Measures To Identify Gifted Students Of Poverty? If So, What Should Those Measures Look Like?.

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POVERTY AND THE GIFTED STUDENT

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  1. POVERTY AND THE GIFTED STUDENT

  2. U.S. Supreme Court Justice Felix Frankfurter once said… “There’s nothing so unequal as the equal treatment of unequals.”

  3. Question 1: Should We Use Different Measures To Identify Gifted Students Of Poverty? If So, What Should Those Measures Look Like?

  4. Some Characteristics Of Students In Poverty • May lack many basic academic skills expected of gifted students • Feelings of inadequacy, a lowering of an already low self-image • May lack many of the resources needed to meet the academic requirements of a “traditional” gifted program • Teachers who don’t understand the “hidden rules” of poverty may not refer/nominate students or spend time removing students from the program • Underachievement, low motivation • Undeveloped potential, uneven more profile References: NAGC, Ruby Payne, Vanderbilt PTY

  5. Some Of The Contributing Factors • Parents’ educational/occupational background • Parent/Teacher/Student Attitudes • Parents may be unaware of services that are available • No access to resources • Very little prerequisite basic skills • Most schools are middle-class systems that operate from middle class values References: Vanderbilt PTY Website (Dr. Thomerson, Dr. Peters, Dr. Ford, and Dr. Stambaugh)

  6. How Should Measures Look Different For Children Of Poverty? • Identification should take place early and often • Home environment must be taken into account • Teacher Nominations – teachers should be provided training in identification of culturally different students • Verbal and Nonverbal Measures of Intelligence • Multidimensional/dynamic Assessments • Move from nominations to whole-class screenings • Move from relying on cutoff scores to looking for evidence • RELATIONSHIPS are key with students and parents

  7. Question 2 :What are some solutions and strategies that allow you to create a more equitable program for Gifted students of poverty?

  8. We Must Consider The Environment • Testing • Alternative Measures EOP • Performance Patterns

  9. Utilize The Resources We Already Have To Address Environmental Deficits Students Face • Looping to meet the needs of Gifted students of poverty - Pros/Cons (see board)

  10. Multi-age Grouping To Meet The Needs Of Gifted Students Of Poverty - Pros/Cons (see board)

  11. Additional Curricular Opportunities • After-School • Mentoring Programs • Pro-active Career and Guidance Programs

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