If the misery of the poor be caused not by the

laws of nature, but by our institutions,

great is our sin.
--Darwin
Spring
2012
Robin Maguire
EDPSY 520
E
m
p
o
w
e
r
GIFTED
CHILDREN
IN
POVERTY
Open Minds
Open Doors
We cannot afford to overlook our
gifted students in poverty.
There is a need for change. It is imperative that parents,
communities, educators and administrators collaborate and
identify the characteristics of a gifted or a promising student.
Children of poverty come from varied home environments and
diverse early childhood experiences. They cant be identied
with just achievement test scores. Hodgkinson (2003) states that
children who came from household incomes in the top quartile
represented 47% of those identified as gifted, compared to 9%
of students in the bottom quartile. We have been denying
access to gifted education services to 1 out of every 5 children.
Zorn & Noga point out that,since WWII, education has been
an important means for equalizing income and social disparity
in America and that success in school determines future educational, financial and career potentials. If we
do not realize, identify and nurture all of the intellectual potential in our nation with every potential
resource, then we will not be a stake-holder or contributor in the global economy.
Table of Contents:
Poverty, Gifted and Cultural Facts 2
Language and Communication 8
Learning and Social Environment 9
Disadvantaged at Birth 11
Tripod of Support: Family, School 12
and Community
Why cant you see me?
Im voiceless.
Im too young to earn an income and have a W2, I cant vote, I
cant usually leave my home to overcome family and/or financial
adversity. I have influence over current policies and laws
(Hodgkinson, 2003).
I havent had the same childhood experiences as other students
in my class, so I dont share a lot and dont always know what
you are talking about. I have never been outside of my
neighborhood and school--I cant relate to other students who go
to Disney World or trips to the beach, skiing over winter break,
picking a pumpkin out at a farm. We dont own books and no one
reads with me before bedtime...or ever. I like school because I
know I will get at least two meals and wont be hungry Monday-
Friday. I have a funny rash all over my body, my mom tells me
me to cover it up. I cant invite friends over or see them outside
of school.
YOU could help change all of this for me.
I need you to identify my potential, how I am smart, how I learn...I need you to teach me to think, because
I CAN. I am a part of this world, so shouldnt I understand it and contribute to it? YOU can help me break
the cycle of poverty so our local, national and global economy can improve.
Are you just going to give up on me and exclude me
....like everyone else?
You dont think I have potential because I dont pay attention in class (when Im not absent), act like I dont
care and because I dont try hard on my work, if I turn it in. I dont have the grades that would make you
SEE me and I dont know how to trust, so I might act mean or like I dont care (and my neighborhood
friends make fun of me if I talk about some of the cool things we talk about in class). I dont sleep much at
night...well, I dont have anywhere to sleep. I dont have a bed or my own room and the adults keep me
awake a lot. I nod off a lot in class because of this, especially on Mondays when I have been starving all
weekend. Your classroom and standardized tests are for students who already know stuff. Ive heard
that the NWEA are just for the teachers to keep their jobs. What have they ever done for me? I dont care
what I do on that test. Im constantly worried about my mom and wondering if she is safe and I am
constantly wondering where I will sleep. Until these needs are met, I am not sure what relevance school
is to me.
What My Teachers See
You cant see my potential because
YOU
dont have the right tools and training.
Giftedness is inherited; some kids have it, some dont.
Programs for Gifted students promotes elitism and cause some
students to believe they are superior to others.
What is good for gifted students is good for everyone. A good
teacher can teach any student, because if good teaching is used,
that is all that is needed.
The apple doesnt fall far from the tree. That child comes from
trash.
If students are really gifted, they can never be bored, because
they can always find something to do.
The best way to learn something is to teach it. Relearning and
reviewing never hurt any student.
We should not have special programs for gifted students. In
demoncracy we cannot justify some children getting more than
others in our public schools.
Inclusion is a moral issue. The only equitable approach to serving
students in public education is to place all students
heterogeneously in one regular classroom.
(Clark, 1997; Ford, 2003).
Identification
Process:
Equal Treatment of
Unequals
Excluding underachieving,
culturally diverse, early
childhood enrichment
deprived children of poverty
1. Teacher referrals
Many teachers are the first line of
advocacy for students, but lack the
insight or knowledge of the
characteristics of gifted children
(Clark, 1997).
2. Traditional Testing
Quantitative or norm-referenced
tests can also be used as an initial
screener in the identification
process. These tests might assess
ACHIEVEMENT (proficiency of
already learned knowledge), but
fail to isolate POTENTIAL learning
aptitude in students, especially
those from poverty. There are no
defensible cut-off scores either
(Kitano, 2003).
3. Student Grades
If a students linguistic, cultural or
academic needs go unaddressed
and ignored, many students will
shut down and disconnect from the
learning environment or
underachieve. Selecting students
for gifted programming provides
insight into their proficiencies and
acquired skills, but again, does not
measure their APTITUDE (Lohman,
2005; Kitano 2003).
4. Omission of Non-Verbal and
Qualitative Tests
Standardized tests do not capture
child growth in high-level thinking
and problem solving, nor are the
culturally or linguistically
responsive to specific learners.
Assessments should measure
above-grade level specific aptitude
to identify potential intellectual
high abilities. These include:
visual-spatial, informal, authentic
assessments, multiple indicators
and other qualitative tests. (Burney
& Beilke, 2008; Ford 2003)
Restricted
Potential
http://teaching.monster.com/nfs/teaching/attachment_images/0001/7236/
iStock_000004348658XSmall_crop380w.jpg?1239751434
High ability student means
a student who:
(1) performs at or shows the
potential for performing at an
outstanding level of
accomplishment in at least one
(1) domain when compared
with other students of the
same age, experience, or
environment AND
(2) is characterized by
exceptional gifts, talents,
motivation, or interests
(Burney, 2006).
The term gifted and
talented, when used with
respect to children, or youth,
means students, children or
youth who:
who give evidence of high
achievement capability in areas
such as intellectual, creative,
artistic, or leadership capacity,
or in specific academic fields,
AND
who need services or activities
not ordinarily provided by the
school in order to fully develop
those capacities
Mandates were not established to identify and serve
students in Indiana until 2007 (Speirs Neumeister &
Burney, 2011).
There is still inconsistency at the school district level on
how these mandates are interpreted and reected in the
identication process, district programming and
curriculum design.
Current U.S. Department of
Educations Definition of
Gifted and Talented
Current Indiana Definition of
a High Ability Student
(NAGC, 2008).
1964-CIVIL RIGHTS ACT
equalizes education
opportunities for all
1958-After Sputnik, US reevaluates
quality of math and science
education, the NATIONAL DEFENSE
EDUCATION ACT is passed, which
was the rst federal law supporting
gifted education
1954- ANN ISAACS founds
National Association of
Gifted Children
1950-NATIONAL SCIENCE
FOUNDATION ACT,
advocating research and
education in math, science
and engineering
1926-HOLLINGSWORTH
publishes Gifted Child:
Their Nature and Nurture
1916- TERMAN
reestablishes intelligence
testing; l1925-Genetic
Studies of Genius
1869- GLASTON publishes
Heredity Genius, (theories
that intelligence genetically
passed down)
1972-MARLAND REPORT,
encourages schools to dene
giftedness broadly
1974-OFFICE of GIFTED and
TALENTED is established in the
U.S. Ofce of Ed.
1975-PL 94-172, Education for all
Handicapped Act does not include
GT
1988-JACOB JAVITZ GIFTED and
TALENTED STUDENT EDUCATION ACT
is passed
2002-NO CHILD LEFT BEHIND
ACT, includes the Javitz program
and fosters grants
1998-NAGC publishes Pre-K-
Grade 12 Gifted Program
2004-Univ. of Iowa publishes, A NATION
DECEIVED: How Schools Hold Back Americas
Brightest
Students, reporting acceleration strategies
for students with high intelligence.
2007-Indiana Department of Education
mandates that all gifted students and
students with high aptitude be identied
and services
Evolution of the Identication and
the Movement Towards Protection
of Gifted and Talented
Students, According to
the NAGC,
(2008).
Gifted Learners Gifted Learners from
Poverty
Advanced
Language
Unassumingly and appropriately display of
advanced vocabulary and an ability to effectively
use more complex language in a variety of
situations; naturally use similes, metaphors, and
analogies to express insights.
Vocabulary may be limited to casual in register;
sentence structure may lack cause and effect
relationships; use of gurative language may
reect comparisons to people and entertainers.
Wide
Range of
Interests
Wide range of interests based upon early childhood
experiences, extra-curricular enrichment experiences.
Wide range of interests that are often unrelated to
topics/ subjects addressed in school
Meaning/
Motivation
Exhibit an inner drive for thorough, independent
understanding that results in the development of
expertise in one or more areas; philosophical, pursue
issues atypical of age mates; demonstrate an extensive
memory, and ask penetrating, intellectual questions.
Curious and independent; ask questions that
are focused on relationships; extensive memory
about people and conversations; question
things related to fairness issues.
Perspective
Develop unique graphics or patterns and displays an
ability to interpret and incorporate unexpected or
unusual points of view through oral language,
writing, manipulatives, art, and/or problems solving;
insightfully interpret anothers point of view.
Incorporate unexpected or unusual point of
view through oral language and manipulatives
in art.
Sense of
Humor
Demonstrate an appreciation of high levels of humor
and an application of a nely developed sense of
humor by jokes, puns, or other humorous effects;
successfully use humor to defuse volatile situations
and gain approval.
Application of nely tuned sense of humor;
create original jokes; humor often reects
imitations of people and events; tell stories;
mimic accurately; May use humor to become
class clown, to deal with stressful situations,
and to avoid trouble
Accelerated
Learning
Neilson, 1999)
Demonstrate mastery or an ability to learn and
interpret materials and concepts beyond the level
typically expected for that age group; exposure
increases the rate of learning; ably use a variety of
tools to assess information beyond age mates.
When shown how to do things that the student
considers meaningful, the student learns
quickly.
Some Characteristics of Gifted Learners and
Gifted Learners from Poverty
Onderacn|evenent, conp|acency, boredon and poor
study nab|ts are connon|y resu|ts of trad|t|ona|
grade |eve| curr|cu|a tnat fa|| to cna||enge and
scaffo|d |earners to |eve|s of se|f-actua||zat|on
{5pe|rs Neune|ster, 2D'').
(Neilson, 1999)
Gifted Learners Gifted Learners from Poverty
Maturity
May mature at different rates than same
age peers.
Often mature earlier than age peers since they must
accept responsibilities in the home which are normally
reserved for older children or even adults;
inexperience may make them appear socially immature
Risk Taking
Takes risks Takes risks often without consideration of consequences
Analytical
Thinking
Demonstrate an ability to discern components
of a whole, solve more difcult problems, and
strive to determine more complex, abstract
relationships and patterns in procedures,
experiences, ideas, and/or objects; may not
appear organized yet enjoy organizing and
planning events and procedures.
May not possess ability to plan, but intrigued with the
idea of planning; discern patterns in human behavior
but not ideas.
Creativity
Creative in the generation of thoughts, ideas,
actions; innovative
Strong creative abilities
Curiousity
Questioning attitude Questioning attitude which may at times be
demonstrated in a confronting or challenging way
Independence
Sense of independence Circumstances often have forced the student to become
extremely independent and self-sufcient
Wide Range
of Interests
Wide range of interests based upon early
childhood experiences, extra-curricular
enrichment experiences.
Wide range of interests that are often unrelated to
topics/ subjects addressed in school
Emotions
Sensitive. Very concerned about human
issues, demonstrate a strong sense of
justice, intensely sensitive to the needs and
motivation of others, and set high standards
for self and others; empathy expressed
through words, art, or actions.
May be critical of self and others including teachers;
can understand and express concern about the feelings
of others even while engaging in anti-social behavior.
Demonstrate a strong sense of justice as dened by
poverty; fairness issues; identify with the anti-hero and
sees the anti-hero as the victim.
Some Characteristics of Gifted Learners and
Gifted Learners from Poverty (Continued) (Neilson, 1999)
(Neilson, 1999)
Type to enter text
Poverty is defined as annual
income of $22,050 for a four
person family
(Childrens Defense Fund [CDF], 2011).
American students ranked 23rd in science
compared to industrialized countries (CDF,
2011).
There are 34 million K-12 students in poverty,
outnumbering populations of 21 states
(CDF, 2011).
Each day 2,573 babies are born into poverty
(CDF, 2011).
American students ranked 17th in reading
compared to industrialized countries (CDF,
2011).
20%, or 1 in every 5, American children lived in
poverty (Hodgkinson, 2003; CDF, 2011).
1 in 18 high school students report that they feel
too unsafe to go to school (CDF, 2011).
Each day, 1,204 babies are born to teen
mothers (CDF, 2011).
61% of grandparents who are guardians to
their grandchildren are in the labor force; 20%
of which live in poverty (CDF, 2011).
American students ranked 31st in math
compared to industrialized countries (CDF,
2011).
Each day, 3,312 high school students drop out
(CDF, 2011).
Two thirds of children living in poverty are living
in working families (CDF, 2011).
Across all children, 17 percent of children are
poor for 1 to 3 years, and 10 percent are poor
for 4 to 8 years. Another 10 percent are poor
for 9 to 18 years and thus are persistently poor
(Radcliff & McKernan, 2010).
More than 60% of 4th, 8th and 12th grade
public school students are reading or doing
math below grade level (CDF, 2011)
INCOME LEVEL, not race,
produces SOCIAL INEQUALITY (Kitano, 2003).
Considering the characteristics of gifted learners and
gifted individuals from impoverished home environments,
one can infer what language arts and communication
lessons are motivating and relevant to students from
poverty. Ultimately, a teacher must assess and must be
familiar with the interests and communication styles of her
students to avoid assumptions and cultural
generalizations. Once he or she is familiar with her
classroom culture and the unique communication skills,
interests and preferences of his or her learners, she can
introduce lessons that are easily relatable and applicable
to the students immediate interests and social
environment.
Theme based, content-based, integrated, inquiry-based
and differentiated curricula provide engaging, in-depth and
challenging lessons for students from low socioeconomic
backgrounds who are gifted and talented (Rosselli, 2003).
While being provided with a big idea or a substantive
concept, they learn or organize new concepts under one
theme while building a deeper and interconnected
understanding. The depth and breadth are expanded and
the students engage in various learning experiences:
independent research, project based, participatory action,
multimedia projects, acting out story variations to an
audience, interview with career experts on a given
subject, experiments and various hands-on, problem-
based lessons. Various texts are provided, optimally at
appropriate and challenging lexile levels. Advanced
learners are generally proficient readers and are reading
to learn. Authentic texts heighten the engagement of
learning since they are real-world documents.
Metacognitive thought processes must be modeled to
instill better mental organizational skills and help students
break problems into smaller, identifiable steps (Speirs
Neumeister & Burney, 2011). When these basic elements
or steps of a concept are broken down, a student can
them be better prepared to elicit responses, orally or
written, to demonstrate problem solving and divergent
thinking. Graphic organizers help organize these ideas,
enabling the expressed or conceived thought to be
written. This might also heighten the students mental
organization as the approach a task or problem while also
reinforcing basic study skills (thoughts can be written and
organized (Davis, 2004).
Language skills are reinforced in appropriate, relevant, yet
challenging ways, constantly reinforcing the idea that
thought can be conveyed orally, during dialogue or in
class or partner discussions, in various informational or
fictional texts and with various writing strategies.
Technology is often a non-
verbal, familiar interface
that students readily adapt
or navigate. Providing
multiple media tools in the
learning environment will
promote independence,
engagement, motivation
and another option for
attaining informational or
interdisciplinary text.
Technology is an
interesting, real-world
interface that also reinforces
students competencies and
confidence of using the
various instruments or programs as learning tools.
Interactive programs also engage learners with visual,
spatial and hands-on approaches to problem solving or
content exploration.
Engaging, interactive, community building learning
opportunities will provide students from impoverished
intellectual and linguistic enrichment and development.
SCAMPER (Davis, 2004, pg. 191), brainstorming and
mind mapping and other dialogue/interpersonal
interactions dependent activities promote language
development, interconnectedness of cross-curricular
concepts, organizational skills and teamwork. Activities
like these are meaningful and relevant because they are
student generated. They provide an exploration of various
supporting details for writing exercises and projects, too.
Language and Communication Skills
for Gifted Students of Poverty
The learning environment should present real-
world exposures and experiences of
communication, technology, interpersonal and
cultural awareness to best prepare them for
their immediate lives and their future
educational experiences. Learning
environments of gifted learners should be safe
and unrestrictive. Students emotional health
should be considered, providing students with
leadership, multicultural exposures and regular
positive social interactions. Independence,
motivation, self-efficacy should be the main
objective. It is important that teachers take an
opportunity to know all of the interests, needs,
strengths, weaknesses, sensitivities, etc. of his
or her student so that he or she can consider
that in the classroom culture. Students
understand that communication can be
spoken, written and read and have ample
opportunity to strengthen and exercise those
areas to improve their language arts
proficiencies.
Educators provide lots of modeling and explain
how to think and how to fully benefit from
graphic organizers. The teacher might discuss
his or her thought process as he or she
identifies and approaches a problem, breaking
the problem or prior knowledge of the concept
into key elements. Brainstorming out loud or
modeled on a graphic organizer is an optimal
means to demonstrate concrete approaches to
problem solving. Thinking tools must be
modeled and never assumed to be pre-existing
skills with the students during introductory
lessons. Educators can vary the metacognitive
models to best suit their lessons and needs of
the gifted and talented students.
Students should have exposure to multimedia
and various contexts to acquire and explore
new, challenging concepts. This provides real-
world problem solving experiences and
enables them to become more fluent and
proficient with their technological skills and
ability to communicate orally, by drawing or
demonstrating with their artistic talents or or
with their writing in various formats.
Encouraging relationships with mentors,
counselors and after school community
groups will also enhance and reinforce the
necessary social skills (Kitano, 2003). These
resources also provide gifted students from
poverty with more interpersonal, interactive
and relevant experiences to increase their
motivation to success in school. The more
support they have, the easier it will be for
them to persevere over the various obstacles
they may experience at home or in their
communities.
It is essential when considering the learning
opportunities for students that the means of
assessment are considered. Assessment
should drive the instructional planning to
provide the optimal challenging, enriching
and complex learning experiences for the
students while measuring their
understandings and competencies that are
aligned with the local, state and national
educational standards.
Lessons for gifted and talented students
must be modified, differentiated, compacted
or enriched to promote real-world, problem-
based learning that is challenging and
provides more in-depth understandings of
concepts.
Assessments can be formal, informal,
qualitative and quantitative (Ford, 2003;
Kitano, 2003; Lohman, 2005). Ongoing
checklists to identify social skills and
appropriate application of skills, portfolios of
students projects, multimedia products,
writing or art samples demonstrate a
students spectrum of skills and consistency
over time. Rubrics provide guidelines for
students to follow which are them evaluated
by the teacher. Benchmarks and pre-
assessments provide documentation of
achieved skills. Multi-faceted assessment
practices provide an educator with various
evidence of the students strengths,
consistency, irregularities and areas of need
(Burney & Beilke, 2008).
Have high expectations.
Provide experiential learning
opportunities. These will
enable students to construct
their own understandings,
identify their strengths and
personal interests and gain a
sense of personal achievement.
Implement lessons that heighten
peer collaboration and trust.
Model positive coping skills
and scenarios or social stories
of when to apply them.
Identify what motivates each
student. In what context to
they work best independently
and when do they collaborate
best. This will ultimately bring
out optimal intrinsic motivation
when a childs learning
preferences are observed and
accommodated.
Group students with intellectual
peers. Studies show that gifted
students are more community
minded and less self centered
when they are grouped with
intellectual peers, but they
learn tolerance and heightened
interpersonal skills when
grouped with same-age peers.
Provide modeling and
feedback on social
appropriateness and effective
communication should be
provided on an ongoing basis.
Implement lessons that are
relevant, engaging ways,
promoting problem-based
learning that considers the
interests and backgrounds of
the students. Cultural
competency is essential to
designing relevant lessons that
will enable students to readily
relate and apply concepts,
challenging them to excel
beyond their current
understanding.
Teachers must:
Learning and Social
Environments Responsive to
Under-resourced Gifted
Learners
Social Class
Number of Words
Heard Per Hour
Estimated
Number of
Words Heard Per
Week
Encouraging
Words Versus
Discouraging
Words Heard Per
Week
Welfare 616 62,000 500 vs. 1,100
Middle Class 1,251 125,000 1,200 vs. 700
Professional Class 2,153 215,000 3200 vs. 500
We need to provide
educational and social
service resources for
children under age five.
High Standards for Preschools
Research suggests that
universal infant and preschool
programs are needed to
overcome the stifling effects of
poverty during the early years.
Full-service, community based
preschool
Children who are born into
poverty and spend multiple
years living in poor families
have worse adult outcomes
than their counterparts in
higher-income families (Radcliff
& McKernan, 2010)
Consider the needs of
individual children and
families--one model might not
work for all.
DISADVANTAGED from BIRTH
Preschoolers Language Experiences are Inhibited by Impoverished Environment
These findings are results of low parental expectations, low parental education levels, lack of
interaction, neglect, poor nutrition and deprived development, lack of quality care, or combinations
of all of the above (Slocumb, 2006).
Our youngest children are most at risk of being poor, at the same
time that their brains are rapidly developing and attention to their
developmental needs is critical (Radcliff & McKernan, 2011).
Research has proven that every dollar invested in current
intervention, proactive, full-service community preschool programs
has saved the taxpayer $7 in cost for later services, such as jails
and drug detoxification centers (Hodgkinson, 2003)
Tripod
of
Support
Gifted students
from poverty need
integrated social
support to
persevere and
overcome ongoing
challenges.
Family School Community
Tripod
of
Support
Gifted students
from poverty need
integrated social
support to
persevere and
overcome ongoing
challenges.
Home life accounts
for 50% of the effect
on cognitive skills
Aspirations/Self-
Efficacy
Parenting
approach /skills/
knowledge
Participation in
school functions and
memberships
Need to reinforce
study habits and
skills:
Homework, time-
management,
study skills,
established and
clean work space
and habits and
organization
Need a sense of
communal
belonging;
validations
Might need job
skills and further
education
(Kitano, 2003)
Conduct Action
Research to
become more
familiar with the
needs and interests
of the community
services in the
school
Invitational
practice- create
opportunities for
family involvement
and advocacy of
their child
Parent support
group
Full-service
Community
Schools reflect
interests of
community
members--services
for preschool, K-12
and older
Counseling:
Coping skills,
resiliency, self-
efficacy
(LeCapitaine, 1999;
Montgomery 2004;
Kitano, 2003)
Mentors:
College, older
student, adult
citizen and
professional
Service Learning
Summer camps
Off-campus Gifted
preparatory
programs
After school
programs
Weekend
enrichment
programs
Enrichment
experiences--field
trips; festivals
Tutors
(Kitano, 2003;
Burney & Beilke,
2008)
Value added services will strengthen the long term resiliency, support and coping
skills for gifted students in poverty to feel like they are a values, contributing member
of a community.
While there is no immediate cure or way to eliminate all of the harmful and oppressive effects of
poverty on growing, developing children, we need to invest in our human capital. Its not only the
right and humane, civil obligation, but it is vital to our local, national and global economy.
If we are to make a positive difference in
what human beings can be,
how much potential they can develop and
enjoy,
and indeed, if we are to ever discover what
is possible for any of us,
we must start by
dispelling the limiting ideologies society
holds now (Clark, 1997, p. 98).
THEIR FUTURE IS IN OUR HANDS.
OUR FUTURES ARE IN THEIRS.
References
Burney, V. (2006, December 4). Statewide support for gifted education in Indiana: 1952-2006. Retrieved
on January 19, 2012 from http://www.iag-online.org/resources/Statewide-Support-for-Gifted-
Education-1952-to-2006-Burney.pdf
Burney, V. & Beilke (2008). The constraints of poverty on high achievement. Journal for the Education of
the Gifted. 31(3), 171-197.
Childrens Defense Fund [CDF]. (2011). Child research data publications: State of Americas children.
Retrieved from: http://www.childrensdefense.org/child-research-data-publications/state-of-
americas-children-2011
Clark, B. (1997). Social ideologies and gifted education in todays schools. Peabody Journal of
Education, 72(3,4), 81-100.
Davis, G. (2004). Creativity is forever (5th Ed.). Dubuque, IA: Kendall/Hunt Publishing Company.
Ford, D. (2003). Two other wrongs dont make a right: Sacrificing the needs of diverse students does not
solve gifted educations unsolved problems. Journal for the Education of the Gifted, 24(4), 283-291.
Hodgkinson, H. (2003). Leaving too many children behind: A demographers view on the neglect of
Americas children. Washington, D.C.: Institute for Educational Leadership.
LeCapitaine, J. (1999). Schools as developmental clinics: Overcoming the shadows of three faces.
Education, 119(4), 588-597.
Lohman, D. F. (2005). The role of non-verbal ability tests in identifying academically gifted students: An
aptitude perspective. Gifted Child Quarterly, 49, 111-138.
Kitano, M. (2003). Gifted education and poverty: A call for extraordinary action. Journal for the Education
of the Gifted, 26(4), 292-303.
Montgomery, D. (2004). Broadening perspectives to meet the needs of gifted learners in rural
schools. Rural Special Education Quarterly, 23(1), 3-7.
National Association for Gifted Children [NAGC]. (2008a). Federal definition of gifted and talented.
Retrieved from http://www.nagc.org/index.aspx?id=536&terms=Definition
National Association for Gifted Children [NAGC]. (2008b). The history of gifted and talented
education. Retrieved from http://www.nagc.org/index.aspx?id=607
Nielsen, E.M., Higgins, L.D., Hammond, A.E. & Williams, R.A. (1993). Gifted children with
disabilities. Gifted Child Today, 16(5), 9-12.
Radcliffe, C. & McKernan, S. (2010, June). Childhood poverty persistence: Facts and
consequences, Washington, D.C.: Urban Institute. Retrieved from http://www.urban.org/
uploadedpdf/412126-child-poverty-persistence.pdf
Rosselli, H. (2003, April). Book Review: Content-based curriculum for high-ability learners. Gifted
Child Quarterly, 47(2), 170-171.
Speirs Neumeister, K. L. & Burney, V. H., (2010). Students with advanced potential vizi swap.
Produced by the Institute for Digital Entertainment and Education, Ball State University.
Slocumb, P. & Olenchak, F. (2006). Equity in gifted education a state initiative. Austin, TX: Texas
Education Agency. Retrieved from http://www.gtequity.org/docs/equity_in_ge.pdf Gifted Child
Today
Zorn, D. & Noga, J. (2004, March). Family poverty and its implications for school success.
Cincinnati, OH: University of Cincinnati Evaluation Services Center. Retrieved from http://
www.uc.edu/EvaluationServices/completed/Family%20Poverty%20and%20School%20Success
%20June%209%20final%20version.pdf