CLD Representation in Gifted Programs
Lezley Collier Lewis, Annie Rivera, Debbie Roby · 2021
This chapter helps educators develop a different perspective on identifying potential giftedness in CLD students and ensures that there is no population over- or underrepresented in gifted and talented programs based on campus demographics. The public school system’s ability to respond to the challenge of educating the fastest growing population of students, the culturally and linguistically diverse, is imperative to the long-term sustainability of the system. The educational emphasis becomes administrative, and state-mandated testing drives the course of learning. A gifted student is one who has a high level of ability, whether learned or innate, coupled with a high level of task commitment. Differentiated time zones capture attributes of cultural and linguistic diversity that may not otherwise be noticed using traditional non-CLD measures.