Article
Policy and practice barriers to equity in gifted and talented identification
eJournal of Education Policy
(2022)
Abstract
Varied, and often, subjective definitions of giftedness, along with bias and reduced access are often factors leading to the identification of relatively few students of color, non-native English speakers, and students living in poverty for gifted and talented services. The policy language on gifted identification shifts across federal, state, and local levels which often creates ambiguity and results in a heavy reliance on parent and teacher referral. This paper explores barriers to equity throughout the policy landscape for children receiving gifted services and how those policies may ultimately be realized and interpreted by local educators and parents.
Keywords
- Gifted and Talented,
- Equity,
- English Language Learners,
- Special Education
Disciplines
Publication Date
Fall December, 2022
Citation Information
Adam Grant Lamparske and John Pijanowski. "Policy and practice barriers to equity in gifted and talented identification" eJournal of Education Policy Vol. 23 Iss. 2 (2022) p. 1 - 15 ISSN: 2158-9232 Available at: http://works.bepress.com/pijanowski/11/