Nondiscriminatory assessment practices have been proposed as a model of assessment for individuals of diverse cultures who are suspected as having a disability. This paper presents the use of nondiscrimina-tory assessment practices in evaluating students of diverse cultures who may be identified as gifted. Principles and guidelines for nondiscriminatory ways of assessing students of diverse cultures who may be gifted are presented. Implications for putting nondiscriminatory assessment procedures into practice are provided.
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