2019 WCGTC World Conference

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5.3.7 Gifted and Multilingual Learners: How Can We Effectively Identify and Serve Them?

To support the changing landscape of P-12 students, those in the field of gifted education must also adjust to meet the identification and service needs of potentially-gifted students. Much has been written and echoed concerning the need to consider diverse populations and potential in gifted education. However, much less practical information has been shared regarding how to support, identify, and serve our ever-changing group of potentially-gifted students. This session will present practical tools that can be used by educators, psychologists, and administrators to create models for talent development and identification, scaffold experience and opportunity, and match strength and growth opportunities.

Author(s):

Megan Parker Peters
mparkerpeters@lipscomb.edu
Lipscomb University
United States

   

Dr. Megan Parker Peters is an Associate Professor and Director of Teacher Education and Assessment at Lipscomb University. She is a licensed psychologist and licensed school psychologist who has earned the designation as a Nationally Certified School Psychologist. Dr. Parker Peters specializes in researching and assessing gifted and twice-exceptional learners. Dr. Parker Peters is the co-recipient of the international Hollingworth award for excellence in gifted education research. He received the Jo Patterson gifted advocacy award in 2017 from the Tennessee Association for the Gifted. She serves on the board of Tennessee Association for the Gifted and NAGC Early Childhood network.

Jeanne Gilliam Fain
jgfain@lipscomb.edu
Lipscomb University
United States

   

Dr. Jeanne Gilliam Fain is a professor and the Lead Faculty for English Language Learning Program at Lipscomb University. She has been awarded several grants to impact student literacy, including Tennessee Board of Regents Faculty Research Grant and the Tennessee Read to Be Ready Grant. Dr. Fain has published widely in the fields of literacy and multilingual learning.

 



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