DISCUSSION
One of the difficulties in identifying gifted people from underrepresented populations is the availability and accessibility of assessment tools.
Pick ONE assessment method (some are described in your textbook) and describe it to your classmates. Clearly evaluate the assessment tool’s “accessibility” in terms of identifying giftedness in underserved populations, and then offer suggestions for improving the accessibility. You may also look for journal articles that can provide insight on this as well.
One example: Identifying giftedness using a written test of intelligence may not be appropriate for blind children. Modifications to make such a test accessible may include reading the test aloud, or offering it in Braille.
Respond in a constructive way to two other posts, and respond to questions others may have for you.
Note:
Your main post should be substantive – at least 200 words, not including the Discussion questions or references. Each discussion response/reply to me or others must have a minimum of 125 words, spell checked, well written and citing references in support of arguments. Active participation is required.
In your reply to others: You could include additional research info (don’t just share a website link, explain what you found, summarize the info, and then share the website link), or, provide a few suggestions based on the class reading/additional reading, or explain why you agree or disagree with your classmate. Always provide at least ONE citation from the reading to ‘support’ your discussion.
DISCUSSION POST 1
The assessment I chose to analyze are written intelligence tests such as the Stanford Binet for measuring giftedness in students. This form of assessment would be challenging for twice-exceptional students for many reasons. The National Association for Gifted Children (n.d.) states that “twice-exceptional students often have high sensitivities amplified by fluorescent lighting, uncomfortable furniture, noisy HVAC systems, and compact space.” If the test’s setting has any of these qualities, it may yield inaccurate results. There should be available accommodations for twice-exceptional students to roam freely if they get overwhelmed during the assessment. Teachers can also help assist twice-exceptional students with instructions for the assessment by being close in proximity and having visual cues for engaging the child. The best place to administer the test would be in a place with zero distractions. Consider low lit rooms or natural light and settings that do not have noisy air conditioning sounds. If the student needs assistive technology to complete the test, they should be allowed to access those tools. The assessment would be more inclusive of twice-exceptional students if these accommodations were considered. Students with special needs are underrepresented in gifted classrooms and may not have access to appropriate curriculums if their intelligence is not tested accurately. Hardman et al., (2017) states “a serious limitation associated with intelligence tests emerges when they are administered to individuals for whom the tests were not designed. Very few intelligence tests adequately assess the abilities of children and adolescents who are substantially different from the core culture for whom the tests were created” (p. 410). Completing the test with these accommodations may make a difference for some students.
References
Hardman M.L., Egan M. W., & Drew, C. J. (2017). Human exceptionality: School, community, and family(12th edition). Cengage
The National Association for Gifted Children (n.d.). Supporting twice exceptional children.
DISCUSSION POST 2
Achievement tests determine what the students have learned and if they are more advanced than their grade-level peers (Tests & Assessments, 2022). Achievement tests vary from comprehensive finals to ACT and SAT exams. These tests are given at every school to show where the learner’s educational level is at. Students might take such a test to determine if they are ready to enter a particular grade level or if they are ready to pass a particular subject or grade level and move on to the next (Cherry, 2022). Tests are now available in different formats to make them more accessible for individuals with disabilities. Being able to have the individuals test appropriately and have the same experience as every other individual is crucial. If there is no accessible measure put in place, an individual wouldn’t be able to achieve or grow. The ADA [Americans with Disabilities Act] guides that accessible formats, such as braille and large print, as one or more audio formats, are either available or can be developed for most ETS tests (Making the Grade: An Overview of Accessible Testing, 2006).
