UQE97

Resources
Evidence of
Mastery
Learning Options
and Activities
Guiding
Objectives
A statement
of answers
to the 5
Round Robin
questions.
Special Populations Matrix Topic 4, continued
Ethnicity Matrix
Topic 4, continued
Daniels, V. I. (2002). Maximizing the learning
potential of African American learners
with gifts and talents. In F. E. Obaikor &
B. A. Ford (Eds.), Creating successful
learning environments for African American
learners with exceptionalities (Ch. 8, pp.
95–105). Thousand Oaks, CA: Corwin Press.
Dickson, K. (2003). Gifted education and
African American learning. In J. Castellano
(Ed.), Special Populations in Gifted
Education (Ch. 6, pp. 45–63). Boston:
Pearson Education, Inc.
Foley K., & Skenandore, O. (2003). Gifted
education for the Native American student.
In J. Castellano (Ed.), Special Populations
in Gifted Education (Ch. 8, pp. 113–122).
Boston: Pearson Education, Inc.
Ford, D. Y., Harris, J. J., III, Tyson, C. A.,
& Trotman, M. F. (2004, Summer). Beyond
Deficit Thinking: Providing Access for Gifted
African American Students. Roeper Review,
26(4), 208.
Moore, J. L., III, Ford, D. Y., & Milner, H. R.
(2005). Recruitment Is Not Enough: Retaining
African American Students in Gifted
Education. Gifted Child Quarterly, 49(1),
51–67.
(continued)
Students will complete a
“Round Robin” addressing:
Why do you think minority
groups are not as readily
identified for gifted programs
as the majority Anglo
American groups? Why are
Asian Pacific students identified
more for gifted programs
than other ethnic minority
groups? What are the major
hurdles faced by ethnic
minority gifted students in
their pursuit of learning?
What are the major challenges
for teachers who work
with ethnic minority gifted
students? How can ethnic
perspectives be infused in
the gifted program?
Develop an
awareness
of and
demonstrate
teaching
strategies
for
addressing
the needs of
specific
ethnic
groups.
(GT4K2;
GT4K6)
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?
13
List of ethnic
minority role
models.
(continued)
Extended Activity: Develop a
list of ethnically different role
models that could be used
to help students develop
“profiles” of successful
people from different ethnic
backgrounds.
(continued)