Gifted students are likely to receive the majority of their education in a regular classroom
setting, due to both a prevalent philosophy committed to heterogeneous classes and lack of
funding for specialized programs. These trends make it incumbent upon the classroom teacher
to have a working knowledge of instructional strategies that will encourage and engage the
gifted diverse learner in the classroom.
This course is designed to help the participants identify the diverse populations within their own
school district and site and specify the percentage of diverse earners in the total population of
the school and gifted program. Participants will also understand the nature and needs of the
twice exceptional gifted learner within their classroom. Current research and best practice
discussions will support the participants in identifying essential elements necessary in the gifted
program and classroom to effectively meet the needs of the diverse gifted learner and twice
exceptional gifted learner. Participants will review their gifted program identification tools for
bias and understand how checklists of student behaviors that are sensitive to diverse learners
can assist in identifying potential students for a gifted program. Participants will review their
gifted program and become sensitive to the twice exceptional learner and learn how to advocate
in identifying potential students for a gifted program. This course will also address the
communication tools needs for parents to understand their gifted learner.
Gifted students, by virtue of their “special status” may fall prey to behaviors that put them at risk for not “meeting school expectations”, which is the definition of underachievement. Since there is no guarantee that they have the habits to achieve according to their own goals either, they will likely miss out on opportunities that would assist them in moving ahead as might be expected of students who may inhabit the same classes, complete the work as assigned and meet the school’s and their own expectations. This makes for considerable confusion for their teachers.
1 semester credit
- Instructor: Judith A. Semler