Rampant Problems and Promising Practices in the Identification of Disadvantaged Gifted Students

Abstract

Identifying disadvantaged gifted children is a critical issue for the field of education for the gifted. The purposes of this article are to define problems in the identification of disadvantaged gifted students and to describe promising practices that identify students with gifted potential among various groups of disadvantaged students. These are issues of theoretical importance, and they have implications for practice in terms of equity in services offered and advocacy for programs for the gifted.