DOCUMENT RESUME BD 429 738 Re 022 8 avrH0R Montgomery, Diane, a TIME ural Special Education for che New Millenniue. Conference Proceedings of the Aterican Council on Rural special Education (ACRES) (19th, Albuquerque, New Mexico, March iusrrzurion _—dmerican Counei2 on Rural special Education PUB DATE 1989-03-00 MOTE 4447p.) For selected individual papers, see RC 021 889-937 PUB TyPE Collected Works - Proceedings (021) EDRS PRICE wro1/Pc18 Plus Postage DESCRIPTORS _—«=*Disabilities, Distance Education; Elementary Secondary Education) *Gitted; Higher Education; Mainstreaming Minority Groupe, Parent Participation: Preschool Education, Profersional Beveloprent; Regular and special Education Relationship; “Rural Education; “Special Béucation; special Education Teachers; Teacher Collaboration; *Teacher Education, Transitional Prograns ‘This proceedings, containing 69 paper and pos presentations, focuses on innovation and hope with a glance co the future, The conference wan planned to include theoretical discussions, current Feseareh findings, and promising practices based on sound evidence. Current Leaues in special education include the use of technology, integrating theory and practice for all ages, and effective professional development. The Proceedings is organized to correspond to conference strands: at-risk Studence, collaborative education sodels, early childhood special education, Gifted education, Leadership and policy issues, muleieultural education, Parente and families, professional developmont, technology, transition, and Ghuerstanding sssues of low incidence disabilities. (Auchor/Sv) Reproductions supplied by EDRS are the best that can be made Exon the original document @ files.eric.ed.gov Gcei moe 20.03 ‘CULTURALLY DIVERSE, POTENTIALLY GIFTED STUDENTS ‘This study provides an overview of tree nonverbal inteligence measures: The Culture Fs Intelligence Test (CFTT), the Reven's Standard Progressive Matrices, and the Nagliri Nonverbal Abilities Test (NNA)in identifying culturally diverse, potentially gited students from a rural area Rect indiate that sich ineruments may provide important information fr the identification proces of these students Children and yout fom culturally diverse, rural areas have boen underrepresented in programs for gifted sudents. The ments contributes to this underrepresentati oo] administrators willbe interested in in the use of three nonverbal intelligence dents from & rural area in a souther state ‘The Culrure-Far inelligence Test, the Raven's Standard Progressive Matrices, andthe Nagle ‘Abilities Test were administered to 189 student carolled in grades three through eight at 2 rural elementary school. Participants included: 176 (1%) African-American students and 13 (8%) Caucasian students. ll students in grades thee through eight were tested (Grade 3, n=38; Grade 4 n=38; Grade $125; Grade 632; Grade 7 31; Grade 8 n=26). In addition, al 189 stdents were pricipating in fe or reduced- priced lunch programs. ‘The Raven's Standard Progressive Matrices is «non-verbal untimed tet tht measures higher level thinking kills Raven, Cour, and Raven, 1996) The test consist of 60 items divided into five Sets (ABCD, and E), each containing 12 items, with each item becoming progressively more difficult. Itis relatively easy 1 administer and score, and as of 1990, new norms for the Raven's Standard Progressh (Matrices are available ona vaiety of populations, including Afriean-Amerians, Hispanic, and Naval 1965). The test can be four subess involving various perceptual tasks. The Culture Fair Ineligence Testi valid and reliable instrument. “The Nagliri Nonverbal Ability Testis a brief, culture-fir, nonverbal measure of schoo! ability (Nagler, 1996). Students must rely oa reasoning and problem-solving skill cater than verbal skills. Tiers were chosen to asire fairness across sex, race, and ethnicity. The testi divided into seven levels: Level A for Kindergarten, Level B for Grade |, Level C for Grade 2, Level D for Grades 3-4, Level F for Grades 5.6, Level F for Grades 7,89, nd Level G for Grades 10,11,12. Fach level contains 38 items. Allteats were group administered. Seaistica procedures used forthe data analysis were SPSS-X {for Windows Version 8.0 (1998), subprograms for Descriptive Statistics, Frequencies, and Pearson 105 1i3 Correlation Coefficients. “The Pearson corelation coefTicients were moderate, ranging from 48 to 64, excluding those mong the subscales ofthe Naglieri Non-Verbal Abilities Test. Satsically, each ofthe coefficients generated was significant athe. level. Descriptive statistics ae reported in Table | using the 1Q scores obtained from the CFIT, Age Index Scores ffom the NNAT, and > scores fom the Ravens. The standard score or 2-20%es for the Raven's Progressive Matrices were obtained by subracting the mean from each raw score and dividing by the standard deviation as suggested by Norusis (1998). Table | Descriptive Statistics Instroment crITiQ NNAT Age Index Ravens z-score i files.eric.ed.gov