Divided into six sections, this book focuses on creative pupils and creative reading, special considerations when developing programs for gifted students, materials and resources, meeting the writing needs of gifted students, suggestions for meeting their unique needs, and future trends regarding the gifted. The titles of the articles and their…

In response to the estimate that 15-20 percent of the school-age population in Wisconsin can be classified as gifted and talented, this document suggests approaches educators can take to identify these students and to design programs to meet their special needs. An introductory section offers an overview of gifted and talented programming options…

Reviews 23 recent texts, supplements, and professional references for gifted and creative instruction at various grade levels, K-l2. Several of the titles concern education in the arts and the humanities. Appended is an index to other reviews of gifted materials which have appeared in this magazine. (SJL)

Metaphors, whether universal (ones which apply to common feelings, thoughts, and behaviors) or prescriptive (ones constructed specifically for an individual child) may be used with gifted children in a three-phase process: identification, projection, and insight and integration. (CL)

Eleven specific suggestions for American advocates of the gifted and talented to follow, based on the Japanese way of handling such matters, are offered, including the provision of creative materials for young children and their parents and training in group and team creativity. (Author/DLS)

The authors examine why the attribution of "giftedness,""talent," or "creativeness" to the mentally retarded has been neglected, review definitions applicable to this group, examine the therapeutic effects of various types of art work (work which could be attributed as "gifted",) and suggest techniques to…

This conference presentation begins with an outline of the assumptions involved in a theoretical model for the teaching of creatively gifted young children. The assumptions include: (1) creativity is continuous, not dichotomous; (2) creativity is a dynamic, interactive, and multidimensional process; (3) creativity may encompass intentionality but…

The author cites experiences in teaching mathematics to gifted students, and offers suggestions for serving them through seminars, special classes, use of library resources, and activities to promote creative work in mathematics. (CL)

Teaching gifted students to think creatively may follow the AUTA model: awareness of creativity, understanding of creativity, techniques of creativity, and finally, actualization--development of creative talents. (CL)

With the encouragement of parents and teachers, many young people would raise more questions than they typically do about nature. Examples of questions about animals which might lead to creative, thought-provoking discussions and explorations are offered. (CB)

Components of a checklist for evaluating books for gifted children include critical and developmental skills (vocabulary, critical reading skills, story content); creativity (opportunity for imagination, potential for creative follow-up); comprehension; and application (role models, interest, and relevance). (CL)

The importance of using materials, ideas, or activities that are real and meaningful to gifted students is noted and opportunites for drawing upon students' everyday experiences or concerns are illustrated in three examples. (Author/CL)

Questionnaire responses of eminent people in Communications, Liberal Arts, Fine Arts, Science, Education, and Business Education and Management are considered in terms of their projects' inspiration, preparation, products, task commitment, obstacles, and audience. Following a discussion of the experiences of professionals, implications for gifted…

Twenty activities which develop gifted children's creativity; power of reasoning; and ability to analyze, synthesize, and evaluate are listed. (DB)

Some Japanese cultural characteristics that foster creativity, giftedness, and achievement are examined: and based on these, eight specific suggestions are offered that might be useful in solving some of America's national problems of underachievement, particularly among gifted and talented children. (DLS)