ABSTRACT
For the purposes of this chapter, misdiagnosis is defined as a child who is identified as having a behavioral problem or psychological diagnosis without taking his or her gifted intellect and the normal behaviors of the gifted into consideration. It presents anecdotal evidence supporting the hypothesis that giftedness often is overlooked in CLD student populations. Interviewees universally acknowledged that misdiagnosis exists among gifted children. The misdiagnosis of gifted children results from the frame of reference of the school or private psychologist. Legislation in California and Arizona prohibits schools from educating children in their language of origin. Some educators still feel giftedness equates with model student behavior and supportive parents. Schools must walk the walk when they identify giftedness among students from the nondominant culture. Clear and culturally congruent expectations, as related to behaviors and education, are necessary to guide the instruction of the child.
