ABSTRACT
In this chapter, the authors look at exceptionalities as they relate to special education and gifted education and how rural schools and communities contextualize the experiences for exceptional rural learners. Universal screeners allow for each child at a certain grade level (for example, all second graders) to be evaluated for gifted education services. By comparison, a referral process depends on teachers or parents to refer the child for evaluation. This can be problematic because enduring images of Einstein, Sheldon Cooper, and Rory Gilmore limit our capacity to recognize gifts, including those gifts that may be expressed in unique ways in rural learners. Kim’s determination also required that she focus on equity rather than equality when advocating for exceptional rural students. Sometimes doing what’s fair does not mean ensuring that all students receive “same.” While some resources are certainly limited in rural schools, believing in strengths of all children and creating an inclusive environment where all students can thrive are not.
