Identification of Gifted Students: History, Tools, and Procedures

2018 ◽  
pp. 39-59
Author(s):  
Sara El Khoury ◽  
Anies Al-Hroub
Keyword(s):  
Gifted Students ◽  
Identification Of Gifted

Identifying Gifted-Disadvantaged Students: Issues Pertinent to System-Level Screening Procedures for the Identification of Gifted Children

1984 ◽  
Vol 2 (2) ◽  
pp. 92-99 ◽  
Author(s):  
Philip Deschamp ◽  
Greg Robson
Keyword(s):  
Cultural Diversity ◽  
Gifted And Talented ◽  
Gifted Students ◽  
System Level ◽  
Disadvantaged Students ◽  
Gifted Children ◽  
Screening Procedures ◽  
Talented Students ◽  
Identification Of Gifted ◽  
Identification Procedures

At the beginning of 1980 a study was initiated to trial special provisions for gifted students from disadvantaged backgrounds. The stimulus for the study was a concern that schools in neighbourhoods with high cultural diversity and severe socioeconomic problems may have students who are very able but, because of cultural, social, language or other factors, their ability may not be recognized by their teachers and they might not be selected by the conventional methods of identifying gifted and talented students. An initial concern for the project was how to identify these children. At the beginning of the project several different ways of thinking about ‘gifted-disadvantaged’ students were considered and ways of identifying students within each concept were analysed. This paper describes four ways of conceptualizing ‘gifted-disadvantaged students’ and proposes identification procedures believed to be appropriate to each concept. Also considered are the implications of adopting these identification procedures as adjuncts to system-level screening procedures for the identification of gifted students.

Testing times: problems arising from misdiagnosis

1997 ◽  
Vol 12 (1) ◽  
pp. 4-8 ◽  
Author(s):  
Wilma Vialle ◽  
Deslea Konza
Keyword(s):  
Case Studies ◽  
Gifted Education ◽  
Gifted Students ◽  
Education For All ◽  
Multiple Measures ◽  
The Family ◽  
Intensive Observations ◽  
To Receive ◽  
Identification Of Gifted

Despite a wealth of literature that argues for multiple measures to be used in the identification of gifted students, problems continue to arise when the tests are not used appropriately or when the results of such testing are ignored by teachers. This paper describes case studies of three children and the problems that have arisen for them and their families as their giftedness has been discounted. We conclude that testing cannot occur in a vacuum but must occur within the context of intensive observations of and discussions with the child and the family. Finally, we reiterate the crucial need for adequate training in gifted education for all teachers if children are to receive an education commensurate with their abilities.

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