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WorksheetsSpecial Populations
Total questions: 13
Worksheet time: 7mins
Name
Class
Date
1.
A student who still has to learn 10 vocabulary words a day in college will not be able to successfully be part of the work force.
a)
True
b)
False
2.
There are no laws passed to ensure children from different cultural backgrounds are represented in the gifted and talented program.
a)
True
b)
False
3.
Black, Hispanic, and Native American students are underrepresented in gifted education programs nationally, with underrepresentation ranging from 50-70%.
a)
True
b)
False
4.
Some schools use culturally inappropriate methods of identifying culturally diverse students.
a)
True
b)
False
5.
Some culturally diverse students hinder their education because of negative peer pressures.
a)
True
b)
False
6.
Non-verbal tests level the playing field for children who come from different cultures or who have different educational opportunities.
a)
True
b)
False
7.
Hispanic gifted students usually acquire the English language rapidly, exhibit strong leadership skills, and tend to have older playmates.
a)
True
b)
False
8.
1 in 10 students are ELL and fewer than 3% are in the gifted program nationwide.
a)
True
b)
False
9.
Schools categorize and give students labels, such as “ELL,” “EL,” or “CLD Leaner,” and these labels often bring about associations of deficiency that overshadow students’ identities and highlight their abilities in relation to speaking or not speaking English.
a)
True
b)
False
10.
Teachers are not part of the referral process for gifted identification of ELL students.
a)
True
b)
False
11.
Some scholars believe that many ELLs may not be referred for or qualify for gifted programs because they may have difficulty communicating their learning in a way that is valued by mainstream educators.
a)
True
b)
False
12.
Code switching (using more than one language or dialect in conversation) and interpreting/translating from one language to another are both indicators of giftedness.
a)
True
b)
False
13.
Code switching and translating/interpreting from on language to another are abilities that are undervalued by mainstream educators, and traditional gifted assessments and educator checklists usually do not measure or include them
a)
True
b)
False
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