Best Practices for Culturally and Linguistically Diverse Learners in Gifted Education: Identification, Assessment, Programming, and Instruction

• In Event: Giftedness, Creativity, and Talent Development Roundtable 1

Abstract

This systematic literature review describes key themes that emerged from the nexus of best practices for Culturally and Linguistically Diverse (CLD) learners and gifted and talented education: identification, assessment, programming, and instruction in relation to issues of access and equity. Currently, there is a small but growing focus on the underrepresentation of minoritized learners in gifted education programs. When CLD learners are disproportionately under-identified in gifted and talented education, they do not receive access to programming and instructional practices that nurture their talents, culture, and language development. In this review we build from evidence-based practices in empirical articles on identification and assessment to describe the programs and instructional strategies that support equity and access for CLD learners in gifted education.

Authors

• Kimberly McDavid Schmidt, University of Denver

• Norma L. Hafenstein, University of Denver

• Lindsey Reinert, University of Denver