Chapter One An Introduction to the Topic of Cultural Diversity - NAGC

exists between identification of gifts and talents in students and high scores on
achievement or IQ tests (Frasier & Passow, 1994).
Multiple Criteria
The National Excellence report (Ross, 1993) also suggested that schools must
eliminate barriers to enable students to realize their potential. The under identification of
CLED for gifted education programs is compounded by 5 elements demonstrated in
identification methods and pre-identification instructional practices: elusive potential,
indirect means of identification, exposure to different talent areas, neighborhood
classroom consideration, and distinctive needs of CLED students (Zorman, 1991). The
first element, elusive potential, can be described as the challenges associated with helping
high-potential students perform well in childhood. This elusive potential may require a
change in focus from discovering “signs” of giftedness or talent to nurturing students'
talents by meeting their individual needs. The second, indirect means of identification,
suggests two alternatives to traditional identification procedures: restructuring tests of
intellectual ability to eliminate items that discriminate against CLED students and using
multiple criteria for a holistic view of the student. The third element, importance of
exposure, is concerned with the need to provide mediated learning experiences including
help from others, use of supportive structures, and opportunities to understand and
interpret interactions of the world. The fourth element deals with neighborhood and
classroom considerations that examine student potential in light of their community
environment and values and includes affective and cognitive student needs. Finally, the
distinctive needs of CLED students emphasize the importance of different cultures and
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