Interrupted Programming: School Shutdown and Gifted Student Identification and Services

• In Event: Saturday Roundtable Session 3:05 pm
  In Roundtable Session: Research on Giftedness, Creativity, and Talent SIG Roundtable: Diversity, Equity, and Identification (Table 26)

Abstract

This study investigated the pandemic's impact on gifted identification among Arkansas's demographic groups and gifted services. The provision of gifted services during the pandemic varied, leading to differences in instructional practices and technology access. Nomination and identification processes were disrupted, hindering the recognition of giftedness, especially among underrepresented populations, and this was reflected in the identification numbers. Participants indicated that the pandemic has led to decreased funding for gifted programs, reduced administrator support, less time in gifted classes, and increased responsibilities for gifted teachers. These factors have left teachers feeling overwhelmed and resulted in decreased student engagement, more behavioral issues, and academic struggles. The diversion of resources and priorities away from gifted education further exasperated the inequities in gifted programs.

Authors

• Deborah D. Dailey, University of Central Arkansas

• Alicia Cotabish, University of Central Arkansas

• Michelle Buchanan, University of Central Arkansas

• Laura R. Marshall, University of Central Arkansas