ABSTRACT
This chapter explores the world of intervention for gifted students from low-income and culturally diverse backgrounds. Educators who are planning and developing programs and curricula for low-income and minority gifted learners must consider developmental discrepancies in the profiles of these learners that require adjustments in their curriculum landscape. Many students who are poor are also ethnically diverse, and it is important for professionals and parents to help foster career aspirations by using strategies to support self-esteem and to develop racial identity within multicultural curricula. Studies also have documented the importance of advanced curriculum content and the use of higher order processes in serving advanced learners from low-income circumstances. For students from low-income and minority backgrounds, the integrated curriculum model is flexible enough to accommodate a curriculum tailoring process these students need to make curriculum more appropriate to their characterological profiles. Affective and conative concerns have been addressed as they influence motivation and learning.
