Presenter(s)

• Antonia Soldovieri, graduate student, University of British Columbia
• Anisa Nasseri, University of British Columbia
• Brendan Fernandes
• Hira Peracha

Abstract

English Language Learners (ELLs) continue to be underrepresented in Canadian gifted programs. Current practices for giftedness assessment reflect latent biases still embedded in our education systems which assume that students from diverse linguistic and cultural backgrounds are less likely to be gifted or hold less academic potential than native English speakers. Due to intersections of language, culture, socioeconomic status, and refugee lived experiences, educational histories of ELL students are highly diverse, making equitable assessment a sensitive and complex issue. This poster presentation presents a preliminary literature review which explores possibilities for conducting equitable psychoeducational assessments of gifted linguistically diverse students.