Thoughts on access, differentiation, and implementation of a multicultural curriculum

Abstract

Identification of gifted students from diverse and underserved communities is traditionally low; however, there are ways to expand identification methods in order to make access to gifted education programs more equitable. Creation and implementation of multi-faceted and multi-dimensional assessments as well as tiered access into gifted education programs would allow students from underserved and diverse populations to apply their problem-solving abilities and propensity for creative thinking to their learning. This approach would allow these students the time needed to enhance and refine their academic vocabulary as well as gain greater exposure to environmental activities that they are lacking at home. However, improved identification and placement into gifted education programs represents only half of the issue. Once identified, gifted students from diverse backgrounds require differentiation of curriculum and infusion of their culture in order to fully meet their needs and enhance their path through education. This article provides insight and reflection into the approach used by a teacher of diverse gifted students in an underserved elementary school in Orlando, Florida.

Meeting the Needs and Potentials of High-Ability, High-Performing, and Gifted Students via Differentiation

“…This included in-class resourcing such as access to a range of texts or more complex texts, computer programs such as PowerPoint or programming applications, or discipline-based websites such as math websites to offer practice with a skill not yet sufficiently mastered. Other technological tools included GPS systems that tracked the night sky (Brigandi et al, 2019) and computer software used to support research and investigation (Cavilla, 2014). Beyond the classroom, resources included competitions, community or special libraries (Ozturk & Debelak, 2008), community-based arts and sports programs (Riley & Bicknell, 2013), fieldtrips, and access to industry experts or cultural elders.…”

“…Catering for interests was mentioned in 25 studies. When using this approach, teachers designed tasks that tapped into or attracted students’ interests, including projects and curricula that empowered and supported students’ heritage (Cavilla, 2014). Some teachers sought to entertain their students as a way of engaging interest and motivation (Brighton, 2003).…”

“…The approaches found to "effectively facilitate individual literacy development" (p. 132) were informed by student preferences and opinions. Cavilla (2014) The effective approaches identified in the study were derived from (1) interviews with gifted students at a high-poverty, multicultural school, and (2) teacher descriptions of the "excellent" outcomes of programs that were based upon the students' cultural backgrounds and interests (p. 286). Douglas (2004) Pre-assessments about differentiation strategies and self-advocacy were given to gifted students who then took part in seminars in how to be advocates for their own learning.…”

“…Moving forward, however, given that a high-ability or gifted child may not necessarily be high-performing; nor may a high-performing or high-ability child necessarily be identified as “gifted,” we will forthwith mostly use the term high-ability to refer to all students with potential for giftedness. Use of the term high-ability allows for an expansion of scope in the field of gifted education (Barbier et al, 2022) accounting for high-performing students (actual or emerging) whose exceptionality has been masked by a disability (Baldwin et al, 2015), their behaviors in the classroom (Desmet et al, 2020; Hately & Townend, 2020), teachers’ value-laden expectations (Dai & Chen, 2013), and/or a lack of access to resources or experiences due to low socio-economic-associated circumstances (Cavilla, 2014; Hamilton et al, 2018).…”