How do cultural differences affect our identification processes, special programs and planning for subgroups of gifted students?
Against-and for- which populations are standardized tests, teacher nominations, and grades biased? which students (includeing students from the majority culture) are most underserved in programs for the gifted?
some gifted students also have a learning and/or social emotional disability. how can an assassment help educators and parents achieve a better understanding of such a student?
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