The inclusion of English learners (ELs) in gifted and talented (GT) programs is an issue needing attention as data reveal that this group is still disproportionately under-represented. This article discusses the concerns when the GT identification process is dependent upon general education teacher referrals. Teachers’ implicit biases, lack of familiarity with the knowledge and skills required to work with English learners, and a lack of understanding of what "gifted" looks like in diverse students are identified as potential contributors to an inequitable gifted identification process that many ELs experience. The author discusses perceived solutions to combat the under-representation that results when teachers are tasked with identifying potential gifted ELs.



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