ABSTRACT
As educators, authors must continue to attempt to peel back the layers—to reflect on their practices, policies, and procedures—in an attempt to discover exactly why this disparity continues to exist and then work collaboratively with all stakeholders to ensure that underserved students are recognized, supported, and shine in challenging instructional settings. The synthesis of information is driven by the voices of teachers of gifted CLED students, examining the way these teachers of gifted CLED students view the issue of disproportionate identification and programming in the field, as well as promising practices for identifying and retaining CLED diverse students in gifted or challenging instructional settings. A school culture where educators, students, and parents believe that intelligence is malleable and that all students can develop persistence and motivation should be a goal in all schools.
