2024 IAGC Conference

Researchers estimate that over one million Black, Hispanic, and Native American students could have been identified for gifted programs but were not. Why? The identification process typically requires English language fluency and advanced academic achievement.  Language demands in ability tests are barriers for smart students with limited academic knowledge and English language skills. The presenter provides solutions to address this prejudiced approach, along with suggestions for serving and supporting high-potential students in gifted education programs.

Implementing an inclusive and well aligned identification practice for advanced learner services can be challenging. Through case study, this session will explore best practices that include use of a student “talent profile” approach to identify students in need of advanced learner placement and instruction at all tiers in a continuum of services.  

Who's gifted? Neurodiversity can remove the mystery from the term gifted and lead to better learning environments for our neurodiverse children. In this session, we’ll look at models of giftedness and discuss giftedness as neurodiversity. We'll consider five important attributes of neurodiversity associated with giftedness and how they can improve identification of gifted children. Finally, we’ll discuss learning environments that align with the neurodiverse needs of gifted children.