Option 1: Gifted and talented programming and identification needs to be culturally responsive. Describe a program that would be culturally responsive.
Identifying gifted students can be quite a challenge, regularly schools and districts focus on adopting a definition, identifying and then providing intervention. This can be problematic because, “many districts spend much money on identifying, but provide little to know programming for the students they spent such effort to identify” (Peters, 2014). The reading describes a different approach where designing/identifying is first, thinking locally present tense about student needs is second, identifying those who have a need for and would succeed in the program is third and finally regularly review the student progress (Peters, 2014).
Culturally Responsive
In my opinion when developing a culturally responsive program a few things need to be considered. Peters states “certain practices, skills, or behaviors might be included in a gifted program in one school that would be unheard of in another”(Peters, 2014), it is essential that this is valued if we want our diverse gifted and talented students to succeed. The community should also be considered, the skills that are valued by the local community and local culture should be …show more content…
Another option is to provide students with a dynamic assessment, “dynamic assessments is a diagnostic procedure that considers the context of the testing situation and the ability of the student to learn from experience in that context” (Clar, 2012). Finally another option would be to provide students with a multidimensional assessment, this is described as a “form of assessment that uses multiple sources for the outcomes provide comprehensive view of the students than any single dimension could allow”(Clark,
Identifying gifted students can be quite a challenge, regularly schools and districts focus on adopting a definition, identifying and then providing intervention. This can be problematic because, “many districts spend much money on identifying, but provide little to know programming for the students they spent such effort to identify” (Peters, 2014). The reading describes a different approach where designing/identifying is first, thinking locally present tense about student needs is second, identifying those who have a need for and would succeed in the program is third and finally regularly review the student progress (Peters, 2014).
Culturally Responsive
In my opinion when developing a culturally responsive program a few things need to be considered. Peters states “certain practices, skills, or behaviors might be included in a gifted program in one school that would be unheard of in another”(Peters, 2014), it is essential that this is valued if we want our diverse gifted and talented students to succeed. The community should also be considered, the skills that are valued by the local community and local culture should be …show more content…
Another option is to provide students with a dynamic assessment, “dynamic assessments is a diagnostic procedure that considers the context of the testing situation and the ability of the student to learn from experience in that context” (Clar, 2012). Finally another option would be to provide students with a multidimensional assessment, this is described as a “form of assessment that uses multiple sources for the outcomes provide comprehensive view of the students than any single dimension could allow”(Clark,