Mary M. Frasier
Darlene Martin
Jaime H. García
Vernon S. Finley
Elaine Frank
Sally Krisel
Lisa L. King

This research edition of a New Window for Looking at Gifted Children, A Guidebook was developed by researchers at The University of Georgia to assist school districts in their implementation of a plan to identify gifted students who come from economically disadvantaged families and areas and who have limited proficiency in the English language. Seven basic assumptions underlie the Staff Development Model (SDM) and the Research-Based Assessment Plan (RAP) that provide the foundation for this guidebook.

1. Giftedness is a psychological construct that cannot be measured directly. We infer giftedness by observing certain characteristics or behaviors of individuals (Hagen, 1980).
2. There are certain fundamental and identifiable traits, aptitudes, and behaviors (TABs) that underlie the giftedness construct.
3. These TABs represent basic characteristics of gifted performance and can be recognized in the performance of children, within and across diverse cultural groups and at various social and economic levels.
4. The TABs that underlie the giftedness construct should provide the basis for methods used to seek referrals from educators, parents, and others who are involved in recommending children for participation in programs designed for the gifted.
5. The TABs that underlie the giftedness construct should provide the basis for selecting the measures to be used in determining needs for children referred for gifted program services.
6. The TABs that underlie the giftedness construct should provide the basis for designing programs and developing curricula to address the needs of children identified to participate in gifted programs.
7. The TABs that underlie the giftedness construct should provide the basis for designing methods to evaluate student performances in gifted programs as well as the effectiveness of programs designed to meet the needs of gifted children.

The research project at The University of Georgia was specifically designed to address issues related to the underrepresentation of economically disadvantaged and limited English proficient students in gifted programs. The focus was on children in these groups who were not currently participants in programs for gifted children but might be if more effective methods were used to recognize their gifted potential.

There are three basic assumptions underlying this project.

1. There are significant numbers of economically disadvantaged and limited English proficient students who do not meet traditional criteria for gifted programs but who are believed to possess significant cognitive, motivation, artistic, or creative potentials that would enable them to successfully participate in programs designed to develop and nurture gifted behaviors.
2. The demonstration of gifted behaviors by children from economically disadvantaged backgrounds and by children who have limited proficiency in the English language would be affected by the sociocultural context in which they develop, but would not necessarily be limited by interpretations within that context.
3. The search for a paradigm to guide the identification of the gifts and talents of children from economically disadvantaged backgrounds and by children who have limited proficiency in the English language must be embedded within their sociocultural and economic context.

This guidebook includes the basic information needed by a session leader to train educational personnel in techniques for observing gifted characteristics in diverse population groups. To make optimal use of this guidebook, the following steps are recommended:

1. Thoroughly read Parts I and II.
2. Review carefully all information sheets. Reword information on these sheets to fit local requirements.
3. Prepare handouts and transparencies.
4. Schedule times and places for staff development meetings with appropriate school officials.
5. Arrange meetings with leadership team members to plan staff development sessions.

Reference:

A New Window for Looking at Gifted Children
Mary M. Frasier
Darlene Martin
Jaime H. García
Vernon S. Finley
Elaine Frank
Sally Krisel
Lisa L. King
 

Recommendations

1. There are significant numbers of economically disadvantaged and limited English proficient students who do not meet traditional criteria for gifted programs but who are believed to possess high cognitive, motivation, artistic, or creative potentials.
2. Sociocultural context affects the demonstration of gifted behaviors by children from economically disadvantaged backgrounds and by children who have limited English proficiency.
3. Traits, aptitudes and behaviors represent basic characteristics of gifted performance and can be recognized in the performance of children, within and across diverse cultural groups and at various social and emotional levels.
4. The traits, aptitudes, and behaviors of giftedness should be used in determining who is referred for programs for the gifted.
5. Sociocultural and economic context must be taken into account when developing a new paradigm to guide the identification of the gifts and talents of children from economically disadvantaged backgrounds and children with limited English proficiency.