Ashley Chacon, Kelly Stephens, Alex Tilley

GIFTED TALENTED
And Inclusive
Why is Inclusivity in
Gifted programs are under
Gifted Programs a lot of scrutiny right now:
Important? - Are they inclusive enough?
- Are they necessary?
- Do they provide tangible
benefits to gifted students?
However, under some circumstances, gifted - How do we measure
education does provide advantages that are not
giftedness?
equally available to all students, particularly when
its identification procedures fail to recognize
potential in students not in the dominant group.
 Gifted Program Enrollment

The Gifted programs are a tier 3 intervention that serve

a small portion of the student population that are
considered gifted to the degree that they need

Research differentiated instruction.

Are They Effective?

What do the numbers While recent scrutiny about elitism and
say? questionable outcomes have put pressure on
gifted programs, research continues to
demonstrate that they are a necessary
intervention for certain students.

Are They Inclusive?

Let's see what the data says...
Representation
Representation
Perpetuating
Income Disparity
Where is the Institute of Education Sciences Nation Center for
Education Statistics Common Core of Data:
Data Coming
From?
Civil Rights Data Collection Wide-Ranging Education
Data Collected from our Nation's Public Schools

So what do we

do about it?
 California Ed
Code 5200
Legal and Special efforts should be
Ethical
made to ensure students
from varying cultural
backgrounds are provided
Considerations unique educational
opportunities, including
GATE
Civil Rights
Law of 1964
Individuals cannot be
excluded from participation
in any program that
receives federal funding
based on race
ASCA Ethical
Standards
A.3.b Ensure equitable
academic, career and social/
emotional development
opportunities for all
students.
B.3.i. Strive to be a culturally
competent school counselor
Little Federal
Regulation
Identification and
qualification for GATE is
determined at the state,
and often district level.
Role of
The American School Counselor Association
(ASCA) Position + Best Practices:
Comprehensive school counseling programs are designed to remove

the School
barriers to student success and help them reach their full potential
Advocate for inclusion and participation in activities that address
the academic, career and social emotional needs of gifted and

Counselor
talented students.
Advocate for rigorous and appropriately challenging coursework
and higher education for underrepresented groups.
Utilize data to understand student needs and provide closing-the-
gap interventions.
Provide consultation in the identification of gifted and talented
students and involvement in data analysis of multi-criterion
systems or assessments used in the process.
Seek to identify marginalized students, students of color, English
Language Learners and first generation students in order for them
to have the most academically aligned experience.

(ASCA, 2019; Belser et al., 2016)

 Students are often nominated for the GATE

Universal
program by teachers, administration, or the
student’s parents
86.5% of districts use teacher nominations

Screening 80.5% use parent nominations to help in

identification
Can disadvantage students of color if there are
lower expectations for these students

Universal screening, or even screening the top 50% of

students, can improve the identification of students
who are gifted and talented, to make it more
proportional

"All kids deserve access to a challenging education.

Too often we confuse privilege with giftedness"
- Dr. Pedro Noguera
 Tier 1
Universal Screening
Restorative Practice in Classrooms

MTSS Tier 2
Approach Workshops
Parent Support Groups
Student Support Groups

Tier 3
1:1 Counseling
Advocacy and support at District Level
Action Plan
"It seems to us that in today’s world
of knowledge economies, the
depleted ozone layer, nuclear
energy crisis, and ongoing ethnic
and religious conflicts, recognizing
the potential of children who may be
By providing culturally sensitive
practices, screeners, workshops, and
environments through the framework of
MTSS, we can cultivate a gifted program
that is, from the outset, much more

inclusive.
capable of addressing such
questions is important."
 References
2017-18 State and National Estimations. Civil Rights Data Collection. (n.d.). Retrieved November 29, 2021, from
https://ocrdata.ed.gov/estimations/2017-2018.
American School Counselor's Association. (2016). ASCA ethical standards for school counselors.
American School Counselor's Association. (2019). Position statements. ASCA Position Statements - American School Counselor Association (ASCA).
Retrieved December 2, 2021, from https://www.schoolcounselor.org/Standards-Positions/Position-Statements/ASCA-Position-Statements.
Belser, C. T., Shillingford, M. A., & Camp; Joe, J. R. (2016). The ASCA model and a multi-tiered system of supports: A framework to support students of
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the National Academy of Sciences of the United States, 113(48), 13678-13683.
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