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I believe that gifted education should be inclusive to more students. Through my time in this program, I have come to the conclusion that gifted students are multifaceted and that the assessments and other identification strategies that are used just scratch the surface of the many ways that students can be gifted and talented.

Although this is not a popular opinion in gifted education, I think that all students are gifted and talented in one way or another. In many of our readings we have been told that giftedness can look different in all students and that culture can play a large part of that. I find that in gifted education we have a shining standard of what giftedness in certain fields looks like, and compare all students to that. I understand the need for standardization of goals, but I also think that it leads to a narrow perspective of what giftedness looks like, and closes new perspetives and developments out. Due to the history of prejudice in gifted education, the shining standards and norms have been skewed in favor of the white majority. If we don't rid the programs of those norms and reevaluate our standards to be more inclusive, we will continue to perpetuate assimilation and narrow perspectives of giftedness.

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I chose this image because I think it represented the side of giftedness that some people don't see. This image embodies the 'messiness' of what some gifted student minds are like. It illustrates that all thinking is not the same, and I think it is much more than what the outside shows. In a way, this image shows that students thinking is like a path, it leads to something new, ever turn and curve.
In gifted education, we often see the perfectionist, picture perfect student who gets all A's and behaves well, but that is not the case for all gifted children.
This image gives a new perspective of what different types of thinking, thinking that comes from cultural norms, may lead too.

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I chose this image because I feel that this is what we as gifted teachers should focus on in gifted education. Gifted students should be seen as students who are growing in their learning like every other student. The difference is hat they have a deeper and larger understanding of the content. We should not just be giving them extension activities. Teachers of gifted students should be working to increase and find their missing puzzle piece that helps them grow in their education. I feel that this is what needs to change in gifted education teachers look at gifted students as people who already get it and they are fine. Gifted students need people who push them to grow in education and not remain in the same place.

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I picked this image specifically for the "see me, understand me, teach me, challenge me" aspect. I believe that every good teacher does this with all of their scholars. In doing this, we must "understand" various backgrounds and educational needs to provide our scholars with an equitable gifted education.

It starts with seeing them, not just their color, culture, gender, and other external factors, but seeing their heart. Then, understand that we all have different needs and those needs must be provided and met. Then, we must teach them in ways that work best for them BASED on our understanding. Lastly, we challenge them through meaningful learning experiences and other activities that are suited best for gifted learners.

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A "Crumb Quilt" - Tapestry of Differences - Anna McIlroy

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A "Crumb Quilt" - Tapestry of Differences - Anna McIlroy

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I took a metaphorical perspective on this question, and the image that I kept returning to was that of a quilt. Quilting takes talent, attention to detail, math skills, art skills – it is naturally multidisciplinary. In searching through photos of perfectly designed, coordinated, neat & precise patterns, this wacky tapestry caught my eye. It is called a “Crumb Quilt” – one that takes bits and pieces of many different fabrics to create something beautiful. I paralleled this to an ideal gifted program’s collaboration of different gifts that together weave into a complex whole.

Thinking back to the idea of the perfect quilts, while they are lovely – they are predictable. If all the panels of a quilt are the same with very little superficial differences, it would be attractive, but not reflective of the variety of color and texture in the world. If giftedness is expected to conform to restrictions, differences will be seen as aberrations and will be cast aside. You can’t ignore the differences in fabrics if you are creating a tapestry, you must weave them together so that they complement each other. Similarly, we cannot assume a culture-blind approach to giftedness – it is the differences themselves that allow us to broaden and deepen our identification criteria. Like in a crumb quilt, it is the differences that are the entire point of the project.

Right now, many districts might be represented by beautiful, yet uniform, quilts. The programs are full of opportunity, but only students who fit into the mold will fall into place. Anyone who is chosen via the multiple criteria but served in the same way as everyone else, would stand out and might be perceived as “messing up the pattern.”

In a quilt with no specific pattern, there is room for everyone - all colors, textures, strengths and types. It benefits everyone to encourage diversity, but it must be done beyond a superficial level. Giftedness must be acknowledged, supported, and valued in all genders, races, economic backgrounds, religions, and world views. It is the differences themselves that are to be celebrated.

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A "Seat at the Table" - We All Belong - Sarah Clark

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A "Seat at the Table" - We All Belong - Sarah Clark

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I chose this image because it brought feelings of what we are striving for in equitable, fair, and effective Gifted Education. I sought to convey that all Gifted scholars have access in equitable ways; that their eminence is not stifled by bias, and their educational needs and acceleration possibilities are met fairly and effectively.

The image and philosophy that I seek to convey with this picture does conflict with what I believe to be an inequitable environment in gifted education. While completing the Program Evaluation, it was apparent that there is work to do in our outreach effort to minority students, and those that have barriers to testing (ELL, opportunity, etc.). This image serves are more of a vision of how I feel the change we affect as gifted educators and leaders can enhance and improve the gifted education climate.

The image embodies the philosophy of equity and social justice in gifted education as it mirrors the visual of a table, with everyone’s hands around it. Everyone has a seat at the table, everyone is invited, and everyone has an equitable share – everyone has the resources they need for their gifts to flourish and thrive – this is what gifted education CAN become.