EDUC 7763: Identification Issues in Gifted Education by Dr. Yolanda Cobb

EDUC 7763: Identification Issues in Gifted Education by Dr. Yolanda Cobb https://padlet.com/ybcobb90/oileuk9j9w2 Identification of gifted children is and has always been a controversial and contentious issue in education. For the discussion post in this module, use the KSU library to locate an article that focuses on an issue with the identification process for gifted students. After reading the article you selected, post a summary of the issue to the Padlet wall. Please limit your summary/response to 5 sentences. Please either link the article to your post on the Padlet wall or upload your article to your post on the Padlet wall. Be thoughtful in your selection of your identification issue that you select. You will expound on this topic in a Module 6 when you write your research paper on the selected topic. NOTE: You DO NOT have to respond to the posts of others on this Padlet Wall even though it is considered a discussion board. Please remember to add your name to your post since Padlet does not automatically capture it. en-us 2020-01-21 06:29:38 UTC 2023-10-14 01:21:40 UTC hello@padlet.com Yolanda Cobb, Ph.D. Challenges with the Identification of Giftedness with Psychological Assessments ybcobb90 https://padlet.com/ybcobb90/oileuk9j9w2/wish/435157435 Write a summary of the article HERE. Please limit your summary to a maximum of 5 sentences. Attach either a PDF of the research article or a link to the article so that your peers can become familiar with the topic as well.]]> 2020-01-23 15:27:37 UTC https://padlet.com/ybcobb90/oileuk9j9w2/wish/435157435 Madison Schroeder mschro15 https://padlet.com/ybcobb90/oileuk9j9w2/wish/435427316 I explored an article about the issues with under-identifying twice-exceptional students in gifted programs. The gifted identification process focuses highly on above grade level achievement and miss twice exceptional students that should be tested in a more comprehensive setting to look for underlying factors. The article discusses adding to the FAPE law (Free, Appropriate Public Education) to say that absolute performance requirements need to be removed to allow students with a specific learning disabilities to qualify. ]]> 2020-01-23 23:10:14 UTC https://padlet.com/ybcobb90/oileuk9j9w2/wish/435427316 Nidhi Loomba nidhloomba https://padlet.com/ybcobb90/oileuk9j9w2/wish/435456022 I am always interested in the diversity aspect. The article I chose focuses on lack of minority students being identified as gifted. Just as the Assumptions Underlying Identification of Gifted and Talented students article pointed out regarding looking at newer definitions of gifted this article addresses that as well. The article focuses on teachers, and administrators changing their thought process and looking at minorities differently. The article provides ways minorities can be classified as gifted through non-traditional testing methods such as Nagilleri Non-Verbal Test and Ravens Standards Progressive Matrices. ]]> 2020-01-24 01:25:31 UTC https://padlet.com/ybcobb90/oileuk9j9w2/wish/435456022 Kayla-Danielle Murphy https://padlet.com/ybcobb90/oileuk9j9w2/wish/435479549 Students in rural communities are often underrepresented and under served for gifted needs due to lack of funding and geographical limitations. Students’ circumstances must be considered (low-income, rural environment, etc.) when identifying and creating services for students who are gifted. Additional supports are necessary in order to help gifted students overcome deficits due to climate and achieve higher academic achievement. The article discusses the implementation of a grant called PLACE which was designed to create an alternative identification process and curriculum program for gifted students from low-income rural communities. Modifications for the identification process included comparing student performance to local norms (Title-I, rural) versus national norms on CoGAT assessments and teachers rating scales.]]> 2020-01-24 03:32:29 UTC https://padlet.com/ybcobb90/oileuk9j9w2/wish/435479549 Sarah Chambless schambless https://padlet.com/ybcobb90/oileuk9j9w2/wish/435653435 One thing that intrigued me in our past semesters was identifying creative gifted students. This article discusses the challenges of identifying not only gifted students, but creatively gifted students. The lines between giftedness and and creativeness are often blurred and not understood. This poses a challenge when identifying these particular students. This article shares the challenges and methods used to appropriately identify these students.]]> 2020-01-24 15:05:55 UTC https://padlet.com/ybcobb90/oileuk9j9w2/wish/435653435 Kimberly Perry kperry45 https://padlet.com/ybcobb90/oileuk9j9w2/wish/435668416
I read an article about identifying gifted children of underrepresented populations ( Callahan 2005). According to the article one of the most common errors teachers make is thinking that they are incapable of reaching high developmental/gifted abilities due to their families history of being impoverished. Another issue with identifying underrepresented populations as gifted is the lack of opportunity these students are given to show their creative, analytical, critical, and high order thinking skills. This happens due to being placed in classes that use rote memorization, mundane, drill and kill lectures. Students also are limited to expressing themselves with paper-pencil assessments which, according to the article, causes a lack of motivation for the student.

Callahan, C. M. (2005). Identifying Gifted Students From Underrepresented Populations. Theory Into Practice, 44(2), 98–104. https://doi.org/10.1207/s15430421tip4402_4

]]> 2020-01-24 15:27:38 UTC https://padlet.com/ybcobb90/oileuk9j9w2/wish/435668416 Meredith Benedict mbenedi3 https://padlet.com/ybcobb90/oileuk9j9w2/wish/435783535 One article that really struck me was the lack of gifted identification in Hispanic and native populations. The article I read studied a program called the DISCOVER assessment, which was created specifically to identify gifted students within minority populations. The results were he most accurate within an elementary setting. This was the most exciting article for me because the school in which I teach has a 97% ESOL population and this test could be an effective identification tool.

Sarouphim, K. M. (2002). DISCOVER in High School: Identifying Gifted Hispanic and Native American Students. Journal of Secondary Gifted Education, 14(1), 30. https://doi.org/10.4219/jsge-2002-385]]> 2020-01-24 18:19:14 UTC https://padlet.com/ybcobb90/oileuk9j9w2/wish/435783535 Marshall Sloan https://padlet.com/ybcobb90/oileuk9j9w2/wish/435973687 I read and article about the barriers of gifted identification. This article talked about what I thought was the most interesting finding the potential barriers between using different assessment models in stating a gifted students growth or identification. The pre and post assessment model that we use might not discover the gifted students full potential, the growth model requires time and high ceilings etc. The growth model is what my school has taught the most of or preached the most of in which I found that so intriguing.

]]> 2020-01-25 13:17:04 UTC https://padlet.com/ybcobb90/oileuk9j9w2/wish/435973687 Erin Tinnell https://padlet.com/ybcobb90/oileuk9j9w2/wish/435989189 A topic that interested me is the lack of students in the gifted program that are English Language Learners. I read the article Identifying Gifted and Talented English Language Learners: A Case Study. Journal for the Education of the Gifted. In the article it mentions that students who do not speak English as their first language are looked at as a weakness not a strength. Our identification processes should be looking at culture aspects that are usually seen as a barrier.
Harris, B., Plucker, J. A., Rapp, K. E., & Martínez, R. S. (2009). Identifying Gifted and Talented English Language Learners: A Case Study. Journal for the Education of the Gifted, 32(3), 368–393. Retrieved from http://search.ebscohost.com/login.aspx?direct=true&AuthType=ip,shib&db=eue&AN=508058118&site=eds-live&scope=site]]> 2020-01-25 15:42:41 UTC https://padlet.com/ybcobb90/oileuk9j9w2/wish/435989189 Holly Baron https://padlet.com/ybcobb90/oileuk9j9w2/wish/436001909 Citation: Barbara Jackson Gilman, Deirdre V. Lovecky, Kathi Kearney, Daniel B. Peters, John D. Wasserman, Linda Kreger Silverman, … Sylvia B. Rimm. (2013). Critical Issues in the Identification of Gifted Students With Co-Existing Disabilities. SAGE Open. https://doi.org/10.1177/2158244013505855

Summary: This article brings a focus to the issue of students with disabilities not being identified as gifted learners, which would make them considered as Twice-Exceptional. Many students that are twice-exceptional need more time to process everyday activities in the classroom. Students that are twice-exceptional can have failures if the classroom and academic environment if the foundational content to that grade got overlooked. Unfortunately, twice-exceptional learners are often times overlooked and in need of more supports to help them emotionally, mentally, strategies to use in different settings, and so many more areas.

]]> 2020-01-25 16:57:58 UTC https://padlet.com/ybcobb90/oileuk9j9w2/wish/436001909 Carley Chapman https://padlet.com/ybcobb90/oileuk9j9w2/wish/436130958 This article focuses on how educators can have a preset belief about identifying gifted students. One factor brought up is that few educators bring up social and other factors aside from intelligence when referring students to the gifted program. A lot of times, teachers and professors, based on the text, support the IQ portion of the identification process, but their beliefs tend to dwindle off for other portions.

CARIDAD GARCÍA-CEPERO, M., & MCCOACH, D. B. (2009). Educators’ Implicit Theories of Intelligence and Beliefs about the Identification of Gifted Students. Universitas Psychologica, 8(2), 295–310. Retrieved from http://search.ebscohost.com/login.aspx?direct=true&AuthType=ip,shib&db=fua&AN=47791556&site=eds-live&scope=site]]> 2020-01-26 15:32:12 UTC https://padlet.com/ybcobb90/oileuk9j9w2/wish/436130958 Victoria Hooper (Payne) stuteacherhs2 https://padlet.com/ybcobb90/oileuk9j9w2/wish/436165724 The article "The Incidence of Potentially Gifted Students Within a Special Education Population" discusses the issues with students with disabilities who can be an underidentified population of gifted students. The article conducts a research study to ensure the validity of the large population of unidentified gifted students who are in the special education population, and the results proved true. The authors discuss solutions to this issue such as training teachers to be aware of stereotypical beliefs of these students and helping gifted programs have a positive view of twice-expceptional gifted students insted of a deficit view.

Barnard-Brak, L., Johnsen, S. K., Pond Hannig, A., & Wei, T. (2015). The Incidence of Potentially Gifted Students Within a Special Education Population. Roeper Review, 37(2), 74–83. Retrieved from https://doi-org.proxy.kennesaw.edu/10.1080/02783193.2015.1008661]]> 2020-01-26 19:13:11 UTC https://padlet.com/ybcobb90/oileuk9j9w2/wish/436165724 Michael Flynn mikahflynn https://padlet.com/ybcobb90/oileuk9j9w2/wish/436223675 Invisible gifted students tend to be from a disadvantaged background and lack self-efficacy (Merrotsy, 2013, p. 40). Gifted students who show high achievement are easily identified on assessments. Underachievers are not. It is important to identify giftedness by both achievement and potential. To measure potential, students can be given a dynamic assessment that consist of a pretest, intervention, post-test, and sometimes a further post test. These tests can be time consuming, but dynamic testing may be the only way to identify invisible gifted students.

References

Merrotsy, P. (2013). Invisible gifted students. Talent Development & Excellence, 5(2), 31-42.

]]> 2020-01-27 01:56:04 UTC https://padlet.com/ybcobb90/oileuk9j9w2/wish/436223675 Brittany Fitts (McCray) https://padlet.com/ybcobb90/oileuk9j9w2/wish/436232974 This article discusses the issue of mainly using the data from standardized intellectual aptitude testing to identify gifted students. They feel there is much of an emphasis on this type of testing and not multiple criteria to identify gifted students. Across the nation, the standards for identification of gifted students is not consistent, which makes it very difficult to ensure all students receive the education they deserve. That can affect the amount of money the program receives, the teachers that are qualified to teach them, and the types of opportunities provided by the program. They suggest using CBM to follow the rate of growth of all students, not just the students in the RTI process due to low-performance.

Reference:
McGowan, M. R., Runge, T. J., & Pederson, J. A. (n.d.). Using Curriculum-Based Measures for Identifying Gifted Learners. Roeper Review, 38(2), 93–106. Retrieved from http://eds.b.ebscohost.com/eds/detail/detail?vid=4&sid=1e0640cb-6f02-4e12-b732-287de5f14857@sessionmgr101&bdata=JkF1dGhUeXBlPWlwLHNoaWImc2l0ZT1lZHMtbGl2ZSZzY29wZT1zaXRl#AN=114435200&db=aqh

]]> 2020-01-27 03:02:19 UTC https://padlet.com/ybcobb90/oileuk9j9w2/wish/436232974 Crystal Serrato https://padlet.com/ybcobb90/oileuk9j9w2/wish/436755266
This article discusses the issue of minority and culturally diverse students within the gifted programs. Gifted programs reasonable ask if increasing the prominence of creativity in gifted identification may help increase balance and equity. This article addresses this as it mentions both layperson and
psychometric conceptions of bias and suggest that adding creativity measures to the identification process alleviates
both perceptions and the presence of bias. Overall, eligibility for gifted and talented
programs should be identified as a function of culture, ethnicity, linguistic diversity, and similar factors and, therefore, conceptions of giftedness in the
United States clearly require expansion.

Reference:
Luria, S. R., O’Brien, R. L., & Kaufman, J. C. (2016). Creativity in gifted identification: increasing accuracy and diversity. Annals Of The New York Academy Of Sciences, 1377(1), 44–52. https://doi.org/10.1111/nyas.13136]]> 2020-01-28 01:14:36 UTC https://padlet.com/ybcobb90/oileuk9j9w2/wish/436755266 Melanie Beth Darnell https://padlet.com/ybcobb90/oileuk9j9w2/wish/437895102 This article is about the underrepresentation in gifted and talented programs. It describes how the underrepresentation has become a major educational concern. Furthermore, the article shows data about the underrepresentation of Hispanic bilingual students in gifted and talented programs. The article also lists what changes could be made to help with this underrepresentation.

References:
Esquierdo, J. J., & Arreguin-Anderson, M. (2012). The “invisible” gifted and talented bilingual students: A current report on enrollment in GT programs. Journal for the Education of the Gifted, 35(1), 35–47. Retrieved from http://search.ebscohost.com/login.aspx?direct=true&AuthType=ip,shib&db=eric&AN=EJ956542&site=eds-live&scope=site

]]> 2020-01-29 22:45:45 UTC https://padlet.com/ybcobb90/oileuk9j9w2/wish/437895102 Kelly Hales https://padlet.com/ybcobb90/oileuk9j9w2/wish/437929708 This article focuses on a plan of action to explain the task of identifying non-achieving gifted students. It also discusses identifying the students potential.
References

Bell, C. D., & Roach, P. B. (1986). A New Problem for Educators: Identification of the Non-Achieving Gifted Student. Education, 107(2), 178. Retrieved from http://search.ebscohost.com/login.aspx?direct=true&AuthType=ip,shib&db=slh&AN=4709378&site=eds-live&scope=site

]]> 2020-01-30 00:53:42 UTC https://padlet.com/ybcobb90/oileuk9j9w2/wish/437929708 Kelly Jackson https://padlet.com/ybcobb90/oileuk9j9w2/wish/439171046 Citation: Desireé Vega, & James L. Moore III. (2018). Access to gifted education among African-American and Latino males. Journal for Multicultural Education, 12(3), 237–248. https://doi.org/10.1108/JME-01-2017-0006

Link: https://www.emerald.com/insight/content/doi/10.1108/JME-01-2017-0006/full/html

This article is about the limited access of African-American and Latino males in gifted education. It discusses various theories behind why these students are underrepresented. It goes on to describe how the few Latino or African-American males who have been identified feel isolated and lonely due to the under representation of these students. It also provides recommendation to school personnel in how to increase the identification and placement of African-American and Latino males in the gifted program. ]]> 2020-02-01 18:34:06 UTC https://padlet.com/ybcobb90/oileuk9j9w2/wish/439171046 Savannah Corn https://padlet.com/ybcobb90/oileuk9j9w2/wish/439245510 The article that I read discussed the topic of twice-exceptional students who have some type of autism spectrum disorder (ASD). It shares some of the difficulties in identifying ASD students for gifted. Students with ASD sometimes have trouble with verbalizing. The article shared different strategies/tests that are used to help with the identification process.

Assouline, S., Nicpon, M., Dockery, L., (2011). Predicting the academic achievement of gifted students with autism spectrum disorder. Retrieved from http://eds.a.ebscohost.com.proxy.kennesaw.edu/eds/pdfviewer/pdfviewer?vid=2&sid=0382f99c-e301-4c9a-8b9e-f9d1df50c162%40sdc-v-sessmgr01

]]> 2020-02-02 05:53:16 UTC https://padlet.com/ybcobb90/oileuk9j9w2/wish/439245510 Jaime King jaimeking https://padlet.com/ybcobb90/oileuk9j9w2/wish/475540904
This article focuses on economically diverse students and ways to better assess them. The project in the article is known as the HOPE project. The purpose of it is to design a scale to more equitably identify K-5 students from low income families for gifted and talented services.

Gifted Child Quarterly, vol. 54, 4: pp. 298-313. , First Published September 10, 2010.
Link:

]]> 2020-03-25 23:00:27 UTC https://padlet.com/ybcobb90/oileuk9j9w2/wish/475540904 Bethany Elsner https://padlet.com/ybcobb90/oileuk9j9w2/wish/532139921 When the gifted identification process focuses on a student's IQ through individual examinations and/or cast studies, they are only being evaluated on their verbal and mathematical abilities. However, there are many potential ways a student should be able to be identified as gifted. These intelligence tests also limit the level of student creativity noticed by the evaluator. There is also an argument that these intelligence tests fail to adequately identify culturally disadvantaged students.]]> 2020-04-27 01:42:07 UTC https://padlet.com/ybcobb90/oileuk9j9w2/wish/532139921