Research Base - NAGC

Literature/Theory-based ReferencesBrody, L. & Mills, C. (1997). Gifted children with learning disabilities: A Review of the issues. Journal ofLearning Disabilities, 30, (3), pp.282-286Many people have difficulty comprehending that a child can be gifted and also have learning disabilities.As a result, children with special needs that result from both their high abilities and their learningproblems are rarely identified and are often poorly served. This article explores the current policies andpractices with regard to defining, identifying, and educating this population. Recommendations areincluded that would help ensure that students who are gifted and have learning disabilities receive theintervention needed to help them achieve their full potential. (Author abstract)Castellano, J. A., & Pinkos, M. (2005). A rationale for connecting dual language programs with giftededucation. In V. Gonzalez & J. Tinajero (Eds). (2005). Review of research and practice, Vol 3. (pp. 107-124). Mahwah, NJ: Lawrence Erlbaum Associates.The purpose of this article is to offer a rationale for connecting dual language programs with giftededucation. Because both programs share common characteristics and the caliber of students alsoexhibit parallel levels of intelligence and verbal/linguistic strengths the collaboration between the twocategorical entities seems to make sense. It is a logical evolution in this age of bridge building coalitions,particularly in light of cost-cutting measures that are currently impacting schools across the country.Furthermore, bilingual dual language programs specific to the School District of Palm Beach County,Florida will be examined; gifted education program models will be reviewed; and the connection betweenthe two will be presentedGrantham, T. C., & Ford, D.Y. (2003). Beyond self-concept and self esteem: Racial identity and giftedAfrican American students. High School Journal, 87, 18-29.While it is recognized that self-concept and self-esteem affect the academic achievement of students,few publications have focused on the affective and psychological needs of students who are gifted andethnically or culturally diverse. In this article, we extend the discussion of self-concept and achievementby focusing on how racial identity development affects the achievement of gifted African Americanstudents. We argue that few efforts, designed to improve gifted Black students' achievement and socialemotionalwell-being, will be successful until educators focus specifically on their racial identity. Whilewe acknowledge that a focus on racial identity is necessary for all African American students, we aremost concerned in this article with gifted Black students because so few have been identified as gifted.Along with describing racial identity development and issues facing gifted African American students, weoffer solutions for change.Greene, M. (2003). Gifted adrift? Career counseling of the gifted and talented. Roeper Review, 25, 66-72The author concludes the article thus: “Inadequate career services have left many of our gifted andtalented students adrift, forcing them to tread water until a flotation device passes by or to learn on theirown to swim to the nearest shore. Our society loses potential contributions and many gifted and talentedindividuals continue to be anxious, confused, or frustrated about their career decisions. It is time to equipour diverse gifted population with a lifeboat of appropriate and interconnected counseling services,including a lifelong approach to career counseling that emphasizes career education, personalresponsibility for decision making, and continual awareness of and adaptation to changes in self, incareer, and in life”. She makes a strong case for differentiated counseling, taking into consideration theindividual’s level and type of giftedness, sexual orientation, ethnicity, gender, religion, language andculture.Kirschenbaum, R. J. (2004). Dynamic assessment and its use with underserved gifted and talentedpopulations. In A. Baldwin, & S. Reis (Eds). (2004). Culturally diverse and underserved populations ofgifted students. Essential reading in gifted education. (pp. 49-62). Thousand Oaks, CA: Corwin Press,Inc.45