This paper reports on results of a replicated study designed to examine educator perspectives on barriers to identifying children from economically disadvantaged and limited English proficient backgrounds as gifted. One hundred and twelve (112) South African educators responded to a 10- item survey. Educators provided perceptions about such items as test bias, teacher training, language issues, students’ home environment, screening processes, teacher attitudes and beliefs about identifying gifted children. Results indicate both similarities and differences to the original Frasier et.al.1995 study. For example, similar to the South African study where eighty-four percent (84%) of the educators perceived language issues as major, test bias was perceived as major in the original study (70%). Likewise, educators from the original study perceived as minor that a barrier to identifying children from economically disadvantaged and limited English proficient backgrounds would be that a limited number of gifted children in these groups can be identified as gifted: thus, 26% and 12% in this study. The findings suggest the need to develop staff development opportunities that address how South African educators can better prepare for and meet the needs of culturally diverse gifted learners.
|Keywords:||High Achieving Learners, Gifted Learners, Culturally Diverse Gifted Learners, Black and Second Language Learners|
Assistant Professor, Educational Foundations, University of Wisconsin, Whitewater, Wisconsin, USA
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