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I don't think Gifted education is elitist, but are we catching all the types of kids with the testing that is being done.  I think there has to be something for said that demographics can affect what a gifted program can look like.  Families that have privilege can provide more resources for their students.  

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I don't think Gifted education is elitist, but are we catching all the types of kids with the testing that is being done.  I think there has to be something for said that demographics can affect what a gifted program can look like.  Families that have privilege can provide more resources for their students.  

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It shouldn't be. Children across all populations have the ability to be gifted. However, it depends on if they have the option to receive gifted services.

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It's a good reminder to see the "positive" and "negative" manifestations of characteristics of a gifted learner. It's important to first look at all facets of giftedness, especially in identification, and then teach skills to sharpen their giftedness into becoming a tool.

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I think it can be...if educators are uneducated about the issues or don't have the exposure to the low-socioeconomic students and diverse student populations then you might have those general ideas of what a GT student is. 

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I think it can be...if educators are uneducated about the issues or don't have the exposure to the low-socioeconomic students and diverse student populations then you might have those general ideas of what a GT student is. 

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But-for those that do understand...districts don't do a good job of giving teachers the time and resources to provide the needed services to the students.

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I think, in general, teachers are stuck in preconceptions of what a gifted student is that they miss the boat with referral. Testing needs to be fluid/flexible.

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If there is a fee for testing, that makes it less accessible to all.

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If there is a fee for testing, that makes it less accessible to all.

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Teachers should be equipped with the tools and knowledge to identify gifted students from diverse backgrounds, especially if the backgrounds differ from their own 

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Teachers should be equipped with the tools and knowledge to identify gifted students from diverse backgrounds, especially if the backgrounds differ from their own 

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Anything can be used or abused, lack of understanding could lead to less wide identification. When the campus and district understand and support the identification  of students to be served. SPED, 504, ESL, etc.

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I think the frst step in making sure that is is not elitist is an awareness of our own cultural lense to make sure that we are identifying GT students in all populations. 

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I think the frst step in making sure that is is not elitist is an awareness of our own cultural lense to make sure that we are identifying GT students in all populations. 

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As educators, do we see beyond the student in the classroom and realize what they bring into the classroom?  Are we providing mentors for students that fall within the realm that need the extra support to realize what their future can hold.  As a district while we encourage multiple options outside of high school (career, technical, four year) are all of them give validity and that they are all solid options!

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I do agree that we have to look beyond test scores when identifying gifted students and how as educators we have to make sure students basic needs are met before they are expected to do anything else

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We have to look past circumstances and meet students needs first. We also have to have an understanding of what the student is going through-empathy-to create the proper learning environment.

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One day a student will hear you and it will give them the hope they lost.

GT to At Risk made Shomari feel forgotten, he then discovered utopia STILL in the education umbrella.

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Educators must see beyond test scores, GPAs, and numerical data, and look into the root causes of performance, or lack thereof. If a child has been identified as gifted, we know they have the potential to be great, but might need support to achieve greatness.

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We have to show kids that there is better out there for them. We have to show them how to get those resources. I was that kid...and did not want to become my parents. I wanted better and did better. I tell me students my background story so they know that it can be done. 

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We have to show kids that there is better out there for them. We have to show them how to get those resources. I was that kid...and did not want to become my parents. I wanted better and did better. I tell me students my background story so they know that it can be done. 

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The thing that stood out the most is that he did not have (or did not mention) an adult that was his champion and supporter. It only takes one supportive adult to change the trajectory of a child's life. 

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The thing that stood out the most is that he did not have (or did not mention) an adult that was his champion and supporter. It only takes one supportive adult to change the trajectory of a child's life. 

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this is where relationships and knowing our students comes in crutially.  

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this is where relationships and knowing our students comes in crutially.  