Education of the Special Populations of the Gifted

Hispanic Students

Bernal conducted some of the earliest studies on giftedness in Hispanic populations. His list of attributes included:

1. the ability to rapidly acquire English language skills, once exposed to the language and given an opportunity to use it expressively;
2. an enjoyment of intelligent (or effective) risk taking behavior, often accompanied by a sense of drama;
3. the ability to keep busy and entertained, especially by imaginative games and ingenious applications, such as getting the most out of a few simple toys and objects; and
4. the ability to understand and remember detailed instructions when given the first time.

Gifted Hispanic students, according to Bernal, also demonstrated exceptional leadership ability with a heavy emphasis on interpersonal skills and are recognized by their peers as someone who has the ability to "make it" in the Anglo society. They usually have older playmates and are capable of easily engaging in adult conversation. Udall (1989) also commented that a significant ability distinguishing between gifted and non-gifted Hispanic students (as well as other minority students) is their ability to adapt successfully to the demands of two cultures.

Native Americans

Compared to African Americans and Hispanics, Native American students have received relatively little attention in the gifted literature. An important study that called attention to the gifted attributes specific to Native American students was conducted by Tonemah and Brittan (1985). They noted the strong tribal perspective associated with the concept of giftedness in their description of gifted attributes in four areas:

1. acquired skills in language, learning, and technological skills;
2. tribal/cultural understanding referring to their exceptional knowledge of ceremonies, tribal traditions, and other tribes;
3. personal and human qualities such as high intelligence, visionary/inquisitive/intuitive, respectful of elders, and creative skills; and
4. aesthetic abilities, referring to unusual talents in the visual and performing arts, and arts based in the Indian culture.

Similarly, Meeker (1978) found patterns of gifted strengths among Navajo children to include auditory memory and figural ability.

African Americans

Bruch (1971) found patterns in cognitive strengths of African American students in the areas of visual, auditory, and figural content (e.g., art and music); memory; convergent production in practical problem solving situations; awareness of details of descriptions; fluency of ideas; spontaneous categorization and classification of spatial items; and awareness of natural relationships or systems.

In his research Hilliard (1976) found that African American children demonstrated an approach to the world in a way that allows them to bring together divergent experiences and to distill them to discover the essence of a matter without undue concern for all the small pieces, which make up a given experience.

The academically successful African American middle-class students in Shade's (1981) study were described as being rather reserved and detached instead of affiliative and participating. They were very aware that to achieve their goals they must learn how to operate within the framework of certain expectations of their school and community while also maintaining their concept of self-determination.

Using a simple diversity grid may help you make curricular and instructional decisions that influence necessary accommodations to meet special population needs. Click on the Diversity Grid graphic on the left to look at three different student profiles.  The Diversity Grid will be used to collect information about the students.  When finished close the window to return to the course content.

Please visit the WIDA website and review the WIDA Can Do Descriptors. The Can Do Descriptors offer a focus on what language learners can do to participate meaningfully in teaching and learning in academic contexts.