Introduction

Research on twice-exceptional students, English language learners, and students of poverty demonstrates that these students are often overlooked for gifted services because of a curriculum that does not play to their strengths. Educators may see a flat profile that blends in with the crowd because a student’s giftedness is tempered by a learning disability; at the same time, a student who should be identified for special education services will be denied because his or her giftedness lifts test scores and academic achievement just enough to fall within the “normal” range. Teachers need the intervention text as they struggle to accommodate different sets of needs in the same student. Giftedness has its own set of challenges, but when it is added to the mix of cultural differences, disabilities, poverty, and language, it is especially challenging. This chapter also presents an overview of this book.