UQE97

Resources
Evidence of
Mastery
Learning Options
and Activities
Guiding
Objectives
Kysilka, M. L. (2003). Global
Diversity Issues and Socio-Cultural
Perspectives in the Education of
Special Populations of Gifted
Students. (Topic 4 HO 1)
Effective
participation
in group
activities
and class
discussions.
Harris, C. D. (1993). Identifying and
Serving Recent Immigrant Children
Who Are Gifted. (EDRS No. ED520)
(Topic 4 HO 2)
Rabom, J. (n.d.). Advocates for
Success: Creating an Innovative
Educational model for Diverse
Special Populations. (Topic 4 HO 3)
As a large group, discuss how giftedness
is defined culturally and geographically.
In small groups, assign
two countries outside North America
and complete a Web search to review
their definitions of gifted education.
Consult the Web site of the World
Council. As a large group, discuss the
challenges facing immigrant-gifted
students whose educational systems
in the country of origin and definitions
of giftedness are different from those
of the United States Federal definition.
Teachers should share their personal
experiences with gifted students who
are immigrants. As a large group, examine
the rights of religious minorities
according to the First Amendment.
Consult the Web site: http://www.
firstamendmentcenter.org
Understand
the impact
of global
diversity
issues in
education
of gifted
lstudents
from
diverse
ethnic
perspectives.
(GT1K1;
GT1K6)
11
Castellano, J. (1998). Identifying
and Assessing Gifted and Talented
Bilingual Hispanic Students. (EDRS
No. ED423104) Charleston,WV: ERIC
Clearinghouse on Rural Education
and Small Schools. (Topic 4 HO 4)
Topic 4
Key
Questions
Why do
special
populations
of gifted
students
need special
considerations
for
programming
and curricular
options?
How can
programming
for gifted
students
incorporate
diverse ethnic
perspectives?
Special Populations Matrix Topic 4
Ethnicity Matrix
Topic 4
Web sites:
World Council for Gifted Education:
http://www.worldgifted.org
Teaching Tolerance–Units:
http://www.teachingtolerance. org
(continued)
List of guidelines
for
teachers of
gifted on
diverse
religious
perspectives
in curriculum.
(continued)
How should these rights and diverse
religious perspectives be incorporated
in programs for gifted students?
Develop a list of guidelines for
teachers on addressing issues of
religion in curriculum for religious
minority gifted students.
(continued)
(continued)