Category: Special Populations
While the number of English Learners (ELs) in U.S. schools has increased dramatically in recent decades, their identification for gifted services has not followed suit. As their primary referral source, teachers must be able to recognize potential in ELs. Participants learn how knowledge of language development impacts the identification process and consider changes necessary to make screening more inclusive.
Holly Glaser– PhD Student, George Mason University, Fairfax, Virginia