Abstract
Introduction: Identification is a systematic selection process designed to enable gifted individuals access educational opportunities they need. Countries have their own unique gifted identification systems that they use to select these individuals for educational programs. However, despite many different intervention methods, due to socio-economic, racial, and regional factors some groups are still underrepresented or disproportionately overrepresented in the identification system. Solutions for these problems continues to be a current issue in the literature.Method: This study examined intervention methods that address disproportionate representation among groups that differ in key characteristics in gifted education, following the PRISMA method. To do so, we conducted a literature review between November 2024 and January 2025 using the Web of Science, Scopus, ERIC, ProQuest, TR Dizin, DergiPark, and YÖK Thesis databases.Findings: Although we imposed no year restrictions because of the narrow scope of the search, the retrieved studies spanned 1988–2024. Based on the inclusion and exclusion criteria, we ultimately included 14 studies in the analysis. We organized these studies into four themes: (a) interventions that change the identification system, (b) staff-training interventions, (c) interventions that support disadvantaged students, and (d) multi-method interventions.Discussion: Upon examining the findings, we consider that, in order to solve the problem of disproportionate representation, the identification system must first be changed, and all factors included in the identification process (e.g., staff, family, environmental conditions, etc.) must be updated within the framework of the changed identification system. At the same time, we suggest that this topic, which is frequently addressed in the international literature, should also be addressed from a Turkish perspective.