This book describes giftedness in each of the domains and guides teachers in the identification and nurturing of special abilities in all children. Chapter 1, "Who Are the Gifted?," discusses concern for gifted children and inconsistencies in current and previous attempts to serve this population. Chapter 2, "Introducing the Cline…

The 15 essays in this collection examine and challenge the assumptions and beliefs underlying the theory and practice of gifted education today. Essays are grouped into three sections which consider first, reconceptualizations of giftedness; second, gifted education and equity; and third, the practice of gifted education (identification,…

This text contains 47 readings about gifted education grouped into sections on: (1) conceptions and identification; (2) instructional models and practices; (3) creativity, thinking skills, and eminence; (4) psychological and counseling issues; (5) populations of gifted; and (6) special populations. Some of the chapters are: "Issues and Challenges…

The model presented in this book provides a language for talking about the inner gifts of children, especially those students who have accumulated labels such as Learning Disabled (LD) and Attention Deficit Disorders (ADD) during their school careers, and describes how educators can bring Howard Gardner's theory of multiple intelligences (MI), a…

This book (second edition) is an adaptation of Howard Gardener's theory on multiple intelligences (MI). The model in this book provides a language for talking about the inner gifts of so-called learning-disabled children. It describes how to bring Gardner's theory--a means of mapping the broad range of human abilities--into the classroom. The MI…

The 32 readings in this collection discuss the needs of children who are both gifted and also have special needs such as a disability ("twice exceptional"). The readings are grouped into four major sections. Section 1 is titled "Family Matters: Perspectives from Family Members" and includes the personal viewpoints of…

This guide is intended to provide guidelines, from a British perspective, for group discussion of issues relevant to developing a school policy to meet the needs of students who are very able. The guide utilizes short case studies and a series of mindmaps to illustrate issues and highlight key planning and decision-making points. The guide begins…