Showing papers by "Donna Y. Ford published in 2021"

The Legacy: Coming to Terms With the Origins and Development of the Gifted-Child Movement

Abstract: The field of gifted education, historically and contemporarily, is not well-known for being equitable for underrepresented students, specifically, Black, Hispanic, Native American, among others. In...

Equity-Based Gifted and Talented Education to Increase the Recruitment and Retention of Black and Other Underrepresented Students

Abstract: An ongoing and unjust issue in the United States is the underrepresentation of Black and Hispanic students in gifted and talented education. In this chapter, we discuss barriers to recruiting and retaining these students, with a concerted focus on deficit thinking among teachers and other educators. Several theories and models are shared that are grounded in equity and cultural responsiveness in order to address human-made barriers head on and to support educators. We share our sense of urgency in helping educators be introspective, along with equity-minded and culturally responsive.

Going Beyond Lip Service When It Comes to Equity: Characteristics of Equity-Minded, Culturally Responsive Allies in Gifted and Talented Education:

Abstract: The authors provide a history of inequities in gifted education and recognize the academic, cultural, and psychosocial needs of gifted and talented Black and Hispanic students, who are in need of a...

Culturally Responsive Response to Intervention : Meeting the Needs of Students Who Are Gifted and Culturally Different

Abstract: This chapter examines Response to Intervention (RtI) through three lenses: culture, giftedness, and poor achievement. It argues that RtI will be most effective with culturally different gifted underachieving students when it is culturally responsive. Culture is learned and is mostly out of our awareness. RtI is the practice of providing high-quality instruction and intervention matched to students' needs and using data from screenings, assessments, and progress monitoring to make important educational decisions. The position paper mentioned the issue of implementing RtI with gifted students who are underachieving and/or who are culturally different. Universal screening is essential—all students and their educational performance must be examined to ensure that every student has an equitable opportunity to receive support. The problem-solving model of the RtI framework is grounded in literature connected with behavioral consultation, which is inductive, empirical, and focused on the problem behavior.

Lance and Other Gifted and Talented Students of Color Matter: Five Models and Theories to Guide Early Childhood Educators in Advancing Equity

Abstract: This article focuses on essential models and theories to help early childhood educators (ECE) in understanding and teaching non-White gifted and talented (GATE) students. The focus is on minoritize...