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The culturally diverse gifted students’ stories, artwork, music, religious practices, and customs are often not reflected in the curriculum. Many concepts of excellence in different cultures are incompatible with our understanding of giftedness. In many cases, culturally diverse gifted are prejudiced. To reduce prejudice, we should be prepared to respect and acknowledge cultural and ethnic heritage, deepen cultural experiences, challenge cultural stereotypes and include cultural positives into curriculum. Teachers need interaction and knowledge about diverse students as they transform the curriculum to reflect multiple perspectives, ethnic preferences and learning styles. They have to develop their own intercultural competencies to face the needs of the diverse gifted students. This paper addressed culturally diverse gifted students who have not had a fair chance to succeed. The main purpose was to determine if culturally diverse gifted students have a fair chance of high achievement by Macedonian education legislation and curriculum. Research questions explored two issues on the problem of educating culturally diverse gifted students: Are teachers trained for working with these students? What are the barriers to the participation of culturally diverse gifted students in programs for gifted learners? The research was based on consensual qualitative research (CQR) paradigm which uses medium-length, semi-structured interviews. The results showed that there are no programs or practices that equate the chances of culturaly diverse gifted students for achievements and lack of teacher training in the field od gifted and multicultural education |
