Abstract
Gifted education programs across the globe struggle with the disproportionate representation of underserved populations. These groups include majority language learners, indigenous people, racial and ethnic minorities, and gifted students with disabilities. This underrepresentation leads to missed talent and opportunity and lends support to claims of elitism in gifted programs. Research, however, has demonstrated that pre-identification strategies and preparation programs might help to mitigate these problems. These programs are typically designed to prepare students for the identification process as well as for the advanced academic work that follows. This chapter provides an overview of recent research, including reports currently in preparation by the National Center for Research on Gifted Education, as well as information on types of programs that have been implemented featuring best practices.
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Acknowledgements
This research from the National Center for Research on Gifted Education (NCRGE; http://ncrge.uconn.edu) was funded by the Institute of Education Sciences, U.S. Department of Education PR/Award No. R305C140018.
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Peters, P., Gubbins, E.J., Hamilton, R., McCoach, D.B., Siegle, D., Puryear, J. (2019). Identifying Underrepresented Gifted Students: A Developmental Process. In: Smith, S. (eds) Handbook of Giftedness and Talent Development in the Asia-Pacific. Springer International Handbooks of Education. Springer, Singapore. https://doi.org/10.1007/978-981-13-3021-6_21-1
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