Changes in values, beliefs, and the demographics of American society have not been accompanied by consistent changes in definitions and practices related to the education of the gifted. Although evidence can be presented to support the belief that a fundamental paradigm shift is occurring or has occurred, certain cultural, ethnic, and linguistic minority students continue to be underrepresented in special programs. Research and literature are reviewed to support the thesis that new identification procedures, new curricular and instructional programs, appropriate criteria for evaluating identification procedures, and changes in beliefs and stereotypes are needed to resolve the problem of underrepresentation and to accomplish needed changes. A conceptual framework, definition of giftedness, and an identification process consistent with the definition are discussed. A design for developing appropriate methods and criteria to evaluate identification procedures and for monitoring and evaluating changes in beliefs and stereotypes are provided.
ASJC Scopus subject areas
- Developmental and Educational Psychology