Strategies to Support Strengths-Based Learning: Serving CLD Students Through Strengths

Serving CLD Students Through Strengths

T he NAGC Position Statement on Identifying and Serving Culturally and Linguistically Diverse Gifted Students (CLD) focuses on four pertinent issues in order to meet the needs of our CLD population and emphasizes the need for a change in how educators view CLD students. A multi-dimensional paradigm shift from a deficit to a strength perspective is proposed to ensure the unique abilities of these students are recognized.

The four dimensions are:

Culturally Sensitive Identification Protocols
Early and Continuous Access to Advanced Curriculum
Essential Supports for CLD Gifted Students
Effective Home, Community, and School Connections

Take a moment to read the NAGC position statement on CLD at this link

Silvia Garrido-Soriano recently published an article: Cultural, Socioeconomic Factors Impact Gifted Support (2eNews, April 10, 2020) in which she takes a broad look at the urgent need to look at these factors and how different countries throughout the world are addressing this issue. She cites a 2015 research brief called “Missing Talent” from Sutton Trust, which states: an educational charity in the UK, shows more able pupils from disadvantaged backgrounds are most at risk of underperformance. A 2018 follow up called “Potential for Success” showed similar results, with Dr. Rebecca Montacute concurring that pupils from disadvantaged backgrounds are very likely to fall behind in secondary school. (Garrido-Soriano. 2020). The article also provides some suggestions for supporting students.