ABSTRACT
Educators need to learn about the culturally diverse students in their classes and understand the various cultural perspectives and practices that affect students' and families' approach to learning, school, and giftedness. Talents among culturally diverse learners are best located by alternatives to traditional identification. Native American Indians see giftedness in relationship to development within the tribe. The use of nonverbal assessment instruments to identify culturally diverse gifted learners has been recommended repeatedly and has generated considerable attention and debate. Cultural differences may limit the degree of parent involvement, but does not limit parent interest in the child's education. Culturally and linguistically diverse parents do care, and it is the role of the schools to initiate and encourage their participation in the schools.
