Catalog > Gifted: Educating Special Populations

Gifted: Educating Special Populations

(60 Hr Course) - $300*

*Individual purchase cost is $5 per credit hour for courses or some districts may have a contract.


Gain an understanding of the unique needs of gifted students from special populations. Learn to identify and serve these groups of gifted students.

Learning Objectives

The following topics align with the Florida K-12 Gifted Endorsement, Florida Department of Education Board Rule 6A-4.01791, and the 2019 Pre-K-Grade 12 Gifted Programming Standards from the National Association for Gifted Children (NAGC). The standards are endorsed by the Association for the Gifted of the Council for Exceptional Children (CEC). The codes in parenthesis reference the NAGC-CEC Teacher Preparation Standards in Gifted and Talented Education (12/2013).

Topic 1: Identification of Special Populations

  • Demonstrate knowledge of Plan B State Board of Education Rules, 6A-6.03019, Special Instructional Programs for Students Who Are Gifted and 6A-6.03313 (Procedural Safeguards for Exceptional Students Who are Gifted). (GT4.1, GT4.2, GT4.3)
  • Demonstrate knowledge of alternative assessments and non-traditional screening and evaluation appropriate for use with students from special populations. (GT4.3)
  • Match appropriate screening and identification procedures with the needs of the special populations. (GT4.1, GT4.2, GT4.3)

Topic 2: Diverse Types of Gifted Students

  • Within the broad spectrum of giftedness in the general population, identify subgroups and underserved populations. (GT4.1, GT4.3)
  • Understand the learning needs and challenges of diverse types of gifted students. (GT2.1, GT3.1, GT3.2, GT3.4)
  • Identify the unique needs of gifted girls, culturally diverse, rural, those with disabilities, underachieving, highly gifted, young gifted students, and disadvantaged gifted students. (GT3.1, GT3.3)
  • Examine challenges of finding gifted students from underserved populations. (GT4.1, GT4.3)
  • Justify the need to modify and differentiate the curriculum in terms of the needs of these special populations. (GT3.4, GT4.5)

Topic 3: Multicultural Gifted Education: Incidence of Special Populations of Gifted

  • Examine the nature of giftedness in relation to multicultural principles and underserved populations. (GT1.1, GT1.2, GT4.1)
  • Acquire knowledge of diversity focus of national standards in gifted education. (GT6.1, GT6.3)
  • Justify the need to modify and differentiate the curriculum in terms of the needs of these special populations. (GT3.3)
  • Examine personal cultural competencies. (GT1.2)

Topic 4: Ethnicity

  • Understand the impact of global diversity issues in education of gifted students from diverse ethnic perspectives. (GT1.1, GT1.2, GT4.1)
  • Examine the rights and perspectives of diverse ethnic religions of gifted students and first amendment issues. (GT2.1, GT3.4)
  • Identify the characteristics of specific ethnic groups of gifted students. (GT1.1, GT1.2, GT5.1)
  • Develop an awareness of and demonstrate teaching strategies for addressing the needs of specific ethnic groups. (GT1.1, GT1.2, GT2.1-GT2.4)

Topic 5: Linguistic Diversity

  • Understand the characteristics and needs of linguistic minority gifted students. (GT1.1, GT1.2)
  • Appreciate and incorporate the cultural and linguistic perspectives of gifted students who are bilingual or multilingual into curriculum. (GT3.1-GT3.4)
  • Examine policies and procedures for working with gifted LEP (Limited English Proficient) or EL (English Learners) students. (GT6.1, GT6.2, GT7.3)
  • Examine ways to identify high potential linguistic minority students. (Gt1.1, GT1.2, GT4.1)
  • Identify strategies to effectively work with linguistic minority students. (GT2.3)
  • Identify strategies to effectively work with linguistically diverse gifted students and those who are classified as LEP or as EL students. (GT5.1-GT5.5)

Topic 6: Underachievement 

  • Examine the impact of cultural, ethical, and educational norms and expectations on underachievement in gifted students. (GT1.1, GT1.2)
  • Understand the individual characteristics, attitudes, and circumstances that can affect the achievement of a gifted student from diverse populations. (GT6.1, GT6.2, GT6.3)
  • Explore ways to identify gifted students from special populations who are unsuccessful in school. (GT4.1)
  • Examine the characteristics and needs of these students. (GT1.1, GT1.2)
  • Identify strategies to assist these students. (GT2.3, GT2.4, GT5.1-GT5.5)

Topic 7: Socio-economic and Educational Disadvantage

  • Identify and describe low socioeconomic status populations that are underserved. (GT1.1, GT1.2)
  • Examine the nature of giftedness as masked by socioeconomic and educational disadvantages. (GT1.1, GT1.2)
  • Identify inhibiting socioeconomic factors that have prevented services for low-income gifted children. (GT1.1, GT1.2, GT2.1, GT2.2, GT2.4)
  • Identify key research on identification of disadvantaged gifted students from underserved populations. (GT1.1, GT1.2, GT6.1-GT6.5)
  • Examine alternative, contextual, or process-oriented forms of assessment as promising ways to identify low-income gifted students. (GT4.1-GT4.4)
  • Examine methods and strategies that challenge the unique needs of disadvantaged gifted children. (GT5.1-GT5.5)
  • Research promising programs and services for socio-disadvantaged gifted children that would accommodate their unique needs for skill-development, exposure to relevant experiences, mentoring opportunities, and access to resources in the community. (GT6.1-GT6.5)

Topic 8: Twice-Exceptional Students

  • Clarify and define diverse types of gifted twice-exceptional students. (GT1.1, GT1.2)
  • Demonstrate knowledge, characteristics, and needs of students who are both gifted and have a disability, including physical impairment, sensory impairments, emotional and behavioral disabilities, and learning disabilities. (GT6.1, GT6.2, GT6.3)
  • Identify the reasons that gifted students with disabilities are underrepresented in gifted programs. (GT1.1, GT4.1)
  • Discuss strategies and programming needs for gifted students who are twice-exceptional. (GT2.4, GT5.1-GT5.5)

Topic 9: Diverse Family Structures and Pressures

  • Identify the unique characteristics and needs for gifted students from diverse family structures. (GT1.1, GT1.2, GT6.3)
  • Identify strategies for stimulating personal growth of gifted students from diverse families. (GT5.1-GT5.5)
  • Identify community support systems for diverse families of gifted students. (GT4.1, GT6.3, GT7.2, GT7.3)

Topic 10: Young Gifted and Highly Gifted

  • Examine concepts for age-appropriate development in relation to concepts of giftedness. (GT1.2, GT4.1, GT6.2, GT6.3)
  • Understand the needs and characteristics of very young gifted students. (GT1.1, GT1.2)
  • Examine ways to identify very young students in early childhood education and support their educational and personal needs. (GT3.1-GT3.4, GT4.3)
  • Understand the needs and characteristics of highly gifted students. (GT4.1-4.4)
  • Identify problems and challenges and present options for developing skills in highly gifted students. (GT4.1-GT4.4)
  • Examine exemplary practices and programs for meeting the needs of the highly gifted student. (GT1.2, GT2.1, GT4.2, GT5.1)

Topic 11: Evaluation of Effective Programs for Special Populations

  • Identify and describe criteria of effective programs. (GT1.1, GT1.2, GT6.1)
  • Examine theories of giftedness in the socio-cultural perspective in relation to goals for gifted programs. (GT6.1-GT6.5)
  • Identify instructional methods that accommodate the needs of special populations. (GT5.1-GT5.5)
  • Identify key research on programs for special populations. (GT6.1-GT6.5)
  • Communicate and consult with school personnel to evaluate the effectiveness of programs in local schools/districts. (GT7.1-GT7.3)

Documentation Methods

Participants must document their learning by completing the following summatives.

1 Multiple Choice Quiz - Learner demonstrates knowledge of content by selecting the correct answer from the choices provided.
9 Reflections - Learner synthesizes previous knowledge and course content in order to develop a narrative response.

The summatives must meet 80% of the established criteria.

Project Team


Developed by Beacon Educator staff.

Course Last Updated: 2023© 2003-2024 Beacon Educator