The Diverse Gifted Populations Committee will meet from 10:00 a.m. - 12 noon on Saturday mornings at IMSA on the following dates:
January 11, 2014
To view a presentation for IAGC in June 2010 describing twice-exceptional gifted students and how to meet their needs, go here.
To download a brochure of resources, go here.
Get the NAGC Position Paper here.
Did You Know? Diverse Learners; NAGC Research and Evaluation Network, 2013-2014
Diversity in gifted education might be viewed through an ideal, three-sided glass prism. Its triangular base reveals cognitive ability from above average to the upper limits of intellectual precocity. One of its lateral facets reflects the varied learning styles that are better understood today: from learning through tangible media, concrete examples and hands-on experiences, to manipulating complex ideas, predicting consequences and generating multiple solutions in problem-solving. Its complementary facet reflects those personality attributes such as curiosity, drive and perseverance that enable individuals to develop their talents, creativity and resilience for caring, satisfying lives, the triangle at the apex. The rear, sustaining facet, reveals a rich, nurturing environment that varies according to home, school, community experiences and eventual, chosen lifestyle. When casting the light of lifelong learning upon its angles, the prism radiates the rainbow of races and cultures that make up this great nation.
Rosina Gallagher, Ph.D. (2010)
Assouline, S. G., Foley Nicpon, M., Colangelo, N., O’Brien, M. (2007). The Paradox of giftedness and autism: Packet of information for professionals. Iowa City: University of Iowa Belin-Blank Center.
Colangelo, N., Assouline, S. G. and New, J. K. (2001). Gifted voices from rural America. Belin-Blank Center. Iowa City, IA: University of Iowa.
Eide, B. and Eide, F. (2006). The mislabeled child: How understanding your child’s unique learning style can open the door to success. New York: Hyperion.
Ford, D. Y. (2004). Curriculum and instruction for culturally diverse gifted learners. In Tomlinson, C. A., Reis, S. M., Briggs, C. J. and Strickland, C. A., In search of the dream: Designing schools and classrooms that work for high potential students from diverse cultural backgrounds. NAGC and the NRCGT. www.nagc.org
Gallagher, R. M. (2010 in process). Including culturally, linguistically and economically diverse students in gifted education. In: Diversity Guide for the Gifted Education Seminar. ISBE.
Korb, K. A. & Lohman, D. F. (2007). Identifying Academically gifted English language learners using nonverbal tests: A comparison of the Raven, NNAT, and CogAT. A paper presented at AERA Annual Meeting, Chicago, IL.
Kranowitz, C. S.(2005). The out-of-sync child: Recognizing and coping with sensory processing disorder. New York, NY: Penguin Group.
Lohman, D. F. (2005). An aptitude perspective on talent: Implications for identification of academically gifted minority students. J. of Education of the Gifted. 28, (3/4), 333-360.
Lovecky, D. V. (2004). Different minds: Gifted children with AD/HD, Asperger Syndrome, and other learning deficits. London & Philadelphia: Jessica Kingsley Publications.
Maker, C.J., & Schiever, S. W. (Eds.). (1989). Critical issues in gifted education: Defensible programs for cultural and ethnic minorities. Austin, TX: PRO-ED.
National Association for Gifted Children. (2006). The twice-exceptional dilemma. New Guide by NEA and NAGC for educators, school districts and parents. Washington, D.C: NAGC.
Silverman, L. K. (2003). Upside-down brilliance: The visual-spatial learner. Boulder, CO: DeLeon Publishing Co.
VanTassel-Baska, J. L., Ed. (2010). Patterns and profiles of promising learners from poverty. Waco, TX: Prufrock Press.
Webb, J. T., Amend, E. R., Webb, N. E., Goerss, J., Beljan, P. & Olenchak, F. R. (2005). Misdiagnosis and dual diagnoses of gifted children and adults. Scottsdale, AZ: Great Potential Press.
Hoagies’ Gifted Ed
includes a page that focuses on preschoolers—parenting, teaching and social-emotional issues.