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2017 WCGTC Biennial World Conference

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3.9.7 Making gifted education more inclusive

In this session panelists address issues surrounding identifying, serving, and retaining diverse students from underrepresented groups, including those who come from Black, Latino, or Native cultures; who speak English as a second language; who come from low-income families; and/or who have been diagnosed as twice exceptional. The facilitator will draw parallels and note differences among the panelists and facilitate discussion with audience members. Using the panelists’ work as a foundation, the environment of this symposium will be one in which what is known will serve to generate new research plans, innovative ideas for practice, and experimentation likely to enhance inclusion.

Author(s):

Gilman W. Whiting
g.whiting@Vanderbilt.Edu
Vanderbilt
United States

Associate Professor of African American and Diaspora Studies and Director of Graduate Studies at Vanderbilt University. His areas of research include: race, sports, and American culture; educational disparity; welfare reform and fatherhood initiatives; special and gifted education. Whiting has authored over forty scholarly articles in journals such as Roeper Review, Journal for Secondary Gifted Education, and The International Journal of Sport and Society, and book chapters. Whiting is the creator of the Scholar Identity Model™; consults with school districts nationally and internationally; and is the founding chair of the Achievement Gap Institute for the George W. Peabody College of Education.

Marcia Gentry
mgentry@purdue.edu
Purdue University
United States

professor of Educational Studies, directs the Gifted Education Research Institute at Purdue University. She actively participates in NAGC and AERA, frequently contributes to the literature, has national and international partnerships, and regularly serves as a speaker and consultant. Marcia received multiple grants in support of her work with low-SES, Native American, and underrepresented gifted youth. Her research interests include student attitudes toward school; using cluster-grouping and differentiation to meet the needs of gifted youth while helping all students achieve at high levels; non-traditional settings for talent development; and the development and recognition of talent among underserved populations.

Nielsen Pereira
npereira@purdue.edu
Purdue University
United States

Assistant Professor of Gifted, Creative, and Talented Studies at Purdue University. His research interests include the design and assessment of learning in varied gifted and talented education contexts, understanding gifted and talented student experiences in talent development programs, and conceptual and measurement issues in the identification of gifted and talented populations. He currently serves as Associate Editor for Gifted and Talented International and on the editorial board member for the Journal of Advanced Academics and Gifted Child Quarterly. He taught English as a second language for 12 years in public schools and language institutes in Brazil.

C. Matthew Fugate
fugatec@uhd.edu
University of Houston Downtown
United States

Assistant Professor, University of Houston, Downtown (Ph.D. Purdue University, 2014; Master’s UConn) Matthew worked as an elementary teacher, gifted and magnet coordinator for Houston Independent School District. Matthew’s research focuses on twice exceptionality. He examined the relationship between working memory and creativity among gifted ADHD students; coping mechanisms of twice-exceptional girls in secondary school concerning academics and interpersonal relationships; and he is a team member working to increase research, identification, and service of gifted Native Americans. He has presented to parents and teachers across the United States on topics including creativity, 2E, underserved populations, and Total School Cluster Grouping.

F. Richard Olenchak
olenchak@purdue.edu
Purdue University
United States

Professor and Head of Educational Studies at Purdue University, was Associate Provost at the University of Houston, and Special Education Chair and Teacher Education Director at the University of Alabama. He has been President of the: National Association for Gifted Children (NAGC); International Future Problem Solving Program (FPSP); and Association for the Education of Gifted Underachieving Students (AEGUS). Publications include the second edition of Misdiagnosis and Dual Diagnoses of Gifted Children and Adults, the first edition of which was 2005’s USA Psychology Book of the Year. His interest in underserved students serves as a platform for all of his work.

 

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