Some guidelines for identifying gifted students in poor settings
Dr. Osama Ibrahim
Talent
2
To achieve equity in the process of identifying gifted students (from poor or low-income backgrounds), there is a need to:
• Use less language-based standardized tests.
• Taking into account environmental factors that affect school performance as a factor in selection, and then the cut-off point should be lowered from the top 1% to the top 5% for children from poor backgrounds.
• Training teachers to select high-potential students from among low-achieving students.
The following tables illustrate how some students may demonstrate their talents when given the opportunity, and when compared with peers of similar age, experience, and/or environment. When selecting tools and processes to identify gifted students from disadvantaged backgrounds, these characteristics should be taken into account. Affluent students will demonstrate their talents quite differently than poor students or even gifted students with special needs.
|
feature or property |
The gifted (Kingore, 1993) |
Gifted from poor backgrounds (Slocumb & Payne, 2000) |
|
advanced language Advanced language |
- Shows advanced vocabulary - Uses complex sentences effectively. - Uses metaphors and similes to express relationships spontaneously. |
- Limited vocabulary - Lacks cause and effect relationships in sentence structure - You will use figurative language to reflect comparisons between people.
|
|
Viewpoint Perspective |
Demonstrates the ability to understand and integrate unexpected or unusual perspectives through oral language, writing, crafts, and art.
|
Incorporates unexpected or unusual perspectives through oral language, crafts , and art (but may not do so in writing) |
|
Allergy Sensitivity |
- Very sensitive to the needs of others - Demonstrates a strong sense of justice and sets high standards for self and others.
|
- Shows a strong sense of justice as defined by his environment. - Has a sense of fairness issues.
|
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Accelerated learning Accelerated learning |
Demonstrates mastery and ability to learn and understand material and concepts underlying typical and expected facts and knowledge for this age group.
|
He learns quickly when he is shown how to do things he has to consider in a meaningful way. |
|
sense of fun Sense of humor |
Demonstrates a high level of understanding of humor; either by producing jokes, riddles, puns, or other humorous effects or by understanding the humor behind others
|
- Applies a sense of humor, creates original jokes
- He often imitates people and events with a sense of humor.
|
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analytical ability Analytical thinking |
- identifies parts of a whole - Identifies relationships and patterns in actions, experiences, ideas, and/or objects.
|
|
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purposeful motivation Meaning motivated |
- Demonstrates curiosity, intrinsic drive, and a keen, independent understanding. - He has a wide memory.
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