Who are the ‘gifted and talented’ and what do they need?
As school districts grow more and more diverse, educators must be intentional about providing equitable access to rigorous curriculum. In practice this requires an examination of the “gifted and talented” screening process, disaggregating data to ensure low-income, culturally, and linguistically diverse students are represented, and that we provide multiple avenues for differentiated instruction for our diverse learners. This article summarizes key equity principles to keep in mind as we think through opportunity and access to rigorous curriculum.
