IDENTIFICATION OF GIFTED MINORITY-STUDENTS - A NATIONAL PROBLEM, NEEDED CHANGES AND A PROMISING SOLUTION

Changes in values, beliefs, and the demographics of American society h ave not been accompanied by consistent changes in definitions and prac tices related to the education of the gifted. Although evidence can be presented to support the belief that a fundamental paradigm shift is occurring or has occurred, certain cultural, ethnic, and linguistic mi nority students continue to be underrepresented in special programs. R esearch and literature are reviewed to support the thesis that new ide ntification procedures, new curricular and instructional programs, app ropriate criteria for evaluating identification procedures, and change s in beliefs and stereotypes are needed to resolve the problem of unde rrepresentation and to accomplish needed changes. A conceptual framewo rk, definition of giftedness, and an identification process consistent with the definition are discussed. A design for developing appropriat e methods and criteria to evaluate identification procedures and for m onitoring and evaluating changes in beliefs and stereotypes are provid ed.