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You will encounter 2e students who are gifted but not identified--perhaps even the student you have chosen as your "case study" student in this course. This course can only give you an overview. You'll need to work with a gifted specialist in order to get a 2e student identified.
Identification Considerations for Culturally Diverse 2e
Identification Considerations for all students, including twice -exceptional are:
- Gender
- Race
- Class
- Culture
- Ethnicity
- Socioeconomic Status
In research, there are three different labels/terms (3E, Gifted Cubed, and Tw(y)ce-exceptionality) used to define 2e students from marginalized groups, and their definitions vary. One term, used by some researchers is 3e:
“The 3e label signifies three exceptional conditions: being culturally diverse (members of socially oppressed group); being gifted or having high potential, and simultaneously being LD (learning disabled) or having another disabling condition (such as dyslexia)” (Lawson-Davis & Robinson, 2018, p. 279) (Bonner 2019).
Bonner writes about how often males who are Black--even advanced and gifted Black males--are often treated as if they have a disabling condition simply by being black. "Said differently, racism and ethnic bias toward gifted Black boys can exact a similar impact as autism and ADHD experienced among their White male counterparts" (Bonner, 2019). Davis (2018) states that establishing trust, high expectations, and engaging instruction in classrooms, will lead to being able to see traditionally disadvantaged students' strengths.
Joy Lawson Davis and Shawn Anthony Robinson examined the issues and solutions in their article: Being 3e, A New Look at Culturally Diverse Gifted Learners with Exceptional Conditions. In this article they looked at two students and the impact of gifted programming (or its lack) them. They emphasize the need for teachers to be trained in cultural pedagogy (Ford, 2013) as well as the impact of high expectations for their students. "Using culture brings the student into the learning process with familiarity and increases interest and the likelihood of attention, and it improves racial identify and self-esteem" (Delpit & Dowdy, 2008).
Davis (2018) makes the following suggestions for supporting 3e learners:
• Help them embrace their own giftedness, their areas of strength may need more emphasis than those of other students
• Accept opportunities to take cultural competency training
• Help 3E students feel a sense of belonging in advanced learner classrooms by including them in the conversation, pairing them with sensitive students or students who have something in common with them
• Invite culturally diverse guest speakers who can talk about their own experience with education and how they became successful over time
• Engage mentors to work regularly with your students
• Ensure that students have the resources they need for in-school and out-of- school enrichment
• Engage parents and help them understand the full evaluation and placement process, the laws, and their role as advocates
• Provide a resource library for family and community use • Use family members to assist as ‘cultural agents’ by providing resources within the community and information about community leaders who may be able to provide support and share the message about specialized services
• Provide opportunities to allow students to demonstrate their giftedness in front of their peers (school programs, bulletin boards, class presentations, competitions, etc.) to increase their self-esteem
• Empower students with self-advocacy skills so that they can play an active role in determining what kind of in- struction and activities are most effective for them
"To help with these talent search efforts, educators are encouraged to look more deeply at students who have been labeled with special or disabling conditions to determine if there are students within these groups who may also have high potential in a particular content area. These 3E students deserve attention for their gifts as well as the support needed to address their special needs" (Davis, 2018).
English Language Learners:
Recommendations and Best Practices from the National Association of Gifted Children
for developing culturally sensitive identification protocols for identifying English language learners (ELL).
- NAGC recommends that states and school districts critically examine policies and practices related to identification to determine where and how diverse students are excluded from gifted programs.
- To capture a holistic profile of all students, multiple criteria should be the norm. Qualitative and quantitative information gathered from families, teachers, and students should be part of the evaluative process.
- All instruments used for screening and identification (e.g., checklists, referral forms, assessments) should be valid, reliable, and culturally and linguistically sensitive.
Identification Considerations for Culturally Diverse 2e Learners
- A student may be gifted and bilingual.
- Giftedness is found in all language groups.
- Students are not less intellectual or less gifted if they do not speak the majority language.
- Assessment should be given in the student's heritage language when possible and instructions should be available in the heritage language.
- Assessments should be culture-fair.
- Develop a robust body of evidence that includes examples of student's culture as an asset.
(Lewis, Rivera, & Roby. (2012). Identifying & Serving Culturally and Linguistically Diverse Gifted Students.) (DuBois, M.P., & Greene, R.M.(2021). Supporting Gifted ELLs in the Latinx Community. Practical Strategies, K-12. Routledge.)
Questions to consider for culturally responsive assessment practices:
Although these questions are for cognitive tests, they can also be considered with other assessments
- Does the student need the content to be administered in their heritage, or native language? If so, is an interpreter needed?
- Does the student receive extended time on assessments due to limited English skills?
- Does the student have any accommodations due to a Section 504 Plan or Individualized Education Plan?
- Does the student need a paper and pencil version of the assessment?
- If giving an online assessment, is the student familiar with online testing and the use of technology?
- Is the student familiar with the examiner?
- Does the student need a scribe to assist with writing?
- Are there practice tests or sample questions if the student has had the opportunity to review prior to the administration of the test? By showing students the types of questions they will receive, the examiner is giving an opportunity to review the type of question and the way questions are structured. This research-based practice is aimed at mitigating questions about how to take the assessment, not what it is asking.
(Credit: DuBois, M.P., & Greene, R.M.(2021). Supporting Gifted ELLs in the Latinx community. Practical Strategies, K-12. Routledge.)
“It is not a matter of whether giftedness exists among bilingual, poor children, but a matter of sensitivity of evaluators and the instruments they select to use for a specific purpose and in a specific manner" (Virginia Gonzalez).
How is your district doing in equitable identification? You can use this tool to see.
For more (optional) resources, see the document in our Google folder.