Gifted education focuses copious research and policy briefs on effective and fair identification. Underrepresentation of CLED students in gifted education has been difficult to address, and the field faces an existential threat and charges of elitism. This session presents diverse experts’ viewpoints to address a fundamental assumption: do we even need to identify students in order to offer gifted services?
Learning Objectives:
Attendees will be able to evaluate multiple perspectives on the role of identification in gifted education.
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