Economics Chapter 6 Homework Creative Productive Thinking Leadership Ability Visual And

6: Learners with Gifts and Talents, Learners Who

Are Culturally and Linguistically Diverse, and

Other Learners at Risk

Learning Outcomes

After studying this chapter, students should be able to:

• 6-1 Describe learners with gifts and talents.

• 6-2 Describe how cultural and linguistic diversity affects success in school.

INTASC Standards

Standard #1: Learner Development. The teacher understands how learners grow and develop,

recognizing that patterns of learning and development vary individually within and across the

Council for Exceptional Children

Special educators are to have knowledge of the following:

Standard #1: Learner Development and Individual Learning Differences. Beginning special

education professionals understand how exceptionalities may interact with development and

Chapter Outline

6-1 Learners with Gifts and Talents

6-1a Defining Giftedness

6-1b How Many Learners Exhibit Gifts and Talents?

6-1c What Are Some of the Causes of Giftedness?

6-2 Learners Who Are Culturally and Linguistically Diverse

6-2a Terminology of Cultural Differences

1. Culture

3. Multicultural Education

6-2b Bilingual Education: Concepts and Characteristics

6-2c Cultural and Linguistic Diversity and Special Education

6-3 Learners at Risk for Success in School

6-3a Defining At Risk

6-3b Family Poverty

1. Defining Homelessness

3. Consequences of Homelessness

6-3d Child Abuse and Neglect

1. The Etiology of Abuse and Neglect

6-4 Summary of Selected Learning and Behavioral Characteristics

Key Concepts and Terms

at risk: Being affected by one or more adverse conditions that severely limit or reduce

potential for success in school and later in life.

emotional abuse: The attack to a child’s self–esteem and emotional development

resulting from constant criticism, threats, humiliation, and/or the withholding of affection.

English learners: Persons with reduced or diminished fluency in reading, writing, or

speaking English.

physical abuse: The infliction of bodily harm or injury regardless of intent or source of

injury.

Lecture Notes

There is no federal mandate to serve students recognized as gifted and talented. These

learners are considered to be exceptional rather than disabled and are subject to state

laws, not federal legislation. There are six categories of giftedness that have been

identified.

1. General intellectual ability

3. Creative or productive thinking

5. Visual and performing arts

6. Psychomotor ability

Opportunities to experience academic success are oftentimes limited for learners with

culturally and linguistically diverse backgrounds and pupils who are exposed to adverse

living situations and conditions. Bilingual education brings with it many challenges.

Thirty–one of the fifty states have passed laws stating that the state is English only. This

barrier prevents public education from being taught in any language other than English.

Suggestions for In–Class or Online Activities

1. Often students identified as gifted are given more work by their classroom

2. Thinking about how a classroom is decorated, how could you as the teacher

make sure that it is culturally representative without being stereotypical?

3. Research your state’s definition of gifted and talented. Does your state include

psychomotor abilities? Why or why not?

Discussion Questions

1. Can behaviors indicative of giftedness have a negative effect on students in the

classroom environment? Explain your answer.

2. What are the implications of our nations’ changing demographics on the

identification of students with special gifts and talents? Explain your answer.

3. Will all students from culturally and linguistically diverse backgrounds require

accommodations in order to succeed in school? Justify your position.

4. Identify the two forms of child maltreatment discussed in the chapter. Which is

most prevalent? What is one way to distinguish between them?

5. If you suspected a learner in your class was gifted, what would you do?

6. It is time for parent teacher conferences and one of your families does not speak

English, how will you invite them, hold the conference, and make future

recommendations? Explain the entire process.

7. What is your definition of multicultural education?

8. How does your school system/state define homelessness?

9. Some children regardless of their situation are resilient. What does that mean?

10. What supports are in place at your school for children who are suspected of being

abused?

Field Experiences

1. Contact your local school system and ask if there is an Academically Gifted

2. Visit any classroom and look around at what is on the walls, in the library, and

represented in the textbooks. Does this class/school understand and practice

multiculturalism? Explain.

Videos

Watch the MindTap video for this chapter. Then have a class discussion about the video

using the questions provided to begin the discussion.

Web Resources

National Association for Gifted Children

http://www.nagc.org/

http://cectag.com/

http://www.world–gifted.org/

National Research Center on the Gifted

http://www.gifted.uconn.edu/nrcgt/

http://www.nabe.org/

National Association for Multicultural

http://nameorg.org/

The Association for the Gifted, Council for

http://community.cec.sped.org/ddel/home

National Center on Family Homelessness

http://www.familyhomelessness.org/

National Center for Homeless Education

http://center.serve.org/nche/

National Law Center on Homelessness

http://www.nlchp.org/

http://www.preventchildabuse.org/

Child Abuse Prevention Network

http://www.child–abuse.com/

https://www.childwelfare.gov/

U.S. Department of Health and Human

http://www.acf.hhs.gov/

Division for Cultural and Linguistically

Diverse Exceptional Learners, Council for