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…

The article describes C. Taylor's "multiple talent" approach for gifted children which states that schools have traditionally tapped only one type of talent, academic, and that many more children would have a chance to excel if schools increased emphasis on other areas. (PHR)

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…

Suggestions are given for helping mathematically gifted, creative, and talented students by grouping, organizing for enrichment, and using mathematics to challenge. Specific activities are included. (MNS)

The role of parents in nurturing their bright or creative child is described; and activities such as reading aloud together, encouraging the child's special interest, and participating in community group efforts are suggested. (CL)

To serve all gifted students, we must broaden identification methods, develop more and varied types of programs, and provide comprehensive teacher training. (Author/TE)

This manual for Idaho school districts covers the identification, assessment, and educational needs of students who show intellectual promise, specific academic performance, leadership, creativity, or talent in the visual or performing arts. It is organized into seven chapters and seven appendices which take up approximately half the publication.…

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…

The article discusses the plight of the gifted child underserved by the educational system, proposes a model for expanding and clarifying the nature of creativity, highlights four common misconceptions about giftedness which have special educational implications, and offers five suggestions for improving the general quality of gifted education.…

This article provides a rationale for using humor to increase creativity in gifted students and suggests a variety of activities which focus on humor. (DB)

This manual for Idaho school districts covers the identification, assessment, and educational needs of students (ages 5-18) who show intellectual promise, specific academic performance, leadership, and creativity or talent in the visual or performing arts. The manual also addresses the needs of underserved students who are gifted, including rural…

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…

Teachers should design individual project ideas to provide creative motivations for creatively gifted students in regular school classrooms. Examples of project ideas are cited in three case studies. (CL)

Although frequently discounted, imagery plays an important role in the intellectual development of gifted students. It can be useful in helping students remember, create (in the arts and in sports), and develop flexibility in thinking. Imagery may also be involved in gifted adolescents' career and life decisions. (CL)