Abstract

Postsecondary American Sign Language (ASL) students are capable of teaching short lessons related to sign language and Deaf culture to gifted students in elementary school. College students who work as interest-area mentors benefit gifted students while building their own academic discipline and professional skills. In Part 1 of a 2-part series of articles, the authors explain the unique needs shared by students in gifted education programs (GEPs), the concept of interest-area mentorship, and how mentors help meet the needs of gifted students in light of National Association for Gifted Children standards. Benefits for ASL students, gifted students, and GEP teachers are discussed. College instructors also benefit, because mentoring experiences help make mentors better students and professionals. Additionally, mentoring in gifted classes facilitates recruiting of the next generation of professionals. In this case, recruiting occurs with the best and brightest: gifted students.

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Additional Information

ISSN
1543-0375
Print ISSN
0002-726X
Pages
pp. 81-86
Launched on MUSE
2012-06-21
Open Access
No
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