Definitions and identification practices are examined in light of special problems facing gifted disabled and gifted disadvantaged students. Research is reviewed on a variety of gifted subgroups, including physical disabilities, diverse cultures and ethnic groups, underachievement, and learning disabilities. Differences in definitions of gifted…

The analogy of a compatible marriage is used to describe the relationship between gifted programing and test instrumentation for identification of giftedness. The interaction of programing and instrument development is explored from an historical perspective and from the personal viewpoint of a researcher/practitioner. (Author/JW)

The paper examines key issues in the future of gifted education, first noting the emphasis in the current literature on the need for restructuring the curriculum, particularly in science and mathematics. Findings regarding definitions of gifted children are examined, noting the frequent practice of arbitrarily identifying those dimensions of…

A new paradigm of education, talent development, may be the successor to gifted education. The talent development perspective involves extension and redefinition of the nature of giftedness or talents, identification, and programming. Emphasis is on identifying and nurturing talents in all students, rather than selecting and serving the "gifted…

The Johns Hopkins University Center for the Advancement of Academically Talented Youth and Duke University's Talent Identification Program are used as examples in this examination of the development of educational support systems in the identification and education of mathematically, scientifically, and verbally able youth. The educational support…

Use of the Raven Matrices and chronometric devices may prove useful in increasing the disproportionately low number of minority students thus far identified and placed in programs for gifted students. Also recommended are more planning flexibility, increased research funding, better information dissemination, and improved teacher training.…

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

The American-born and -educated director of an international elementary and secondary school for gifted children in South Africa uses her 40 years of experience to explore the needs of gifted children and the goals of gifted education. The school provided an American-based educational program and English language instruction to a multilingual,…

The position paper of the New York State School Boards Association covers concerns of identification of the gifted and talented, program development, program evaluation, teacher qualifications, community and parental involvement, and legislation. Twenty-one recommendations are made and include the following: The definition of giftedness should be…

The paper describes steps taken in initiating a program for gifted students undertaken in 11 secondary schools in Cape Province, South Africa. The development of an identification model was made difficult because the fixed South African educational system inhibits creativity and productive thinking abilities. Factors used to select students for…

This literature-based review examines characteristics of American Indians, difficulties and techniques in accurately identifying gifted American Indian students, and programming options. Emphasized is the need to formulate and implement a concrete plan of action for appropriately serving gifted American Indians while preserving their cultural and…

This book looks at gifted and talented students from a "national resource" point of view. The first chapter establishes the basic premise that gifted and talented children represent a significant resource to any nation and that it is profitable to the nation to invest in their development and education. Subsequent chapters describe types of…

This paper focuses on selection of students and curricular programming in gifted education. A current emphasis on selection rather than identification of able learners, including culturally diverse able learners, is noted, as are new understandings of the nature of giftedness, including: giftedness is more than high intelligence; giftedness is…

This document is intended to assist local school personnel with the implementation of the Virginia State Standards of Quality requirements and regulations governing educational services for gifted students. Preliminary sections present a rationale for the Virginia Plan for the Gifted, a statement of goals, and a definition of giftedness (including…

This chapter examines the rationale for and means of achieving effective collaboration in planning and delivering services to gifted and talented students. First, the historical and philosophical background of current emphases on increased collaboration are reviewed. The necessity of collaboration with general education professionals is stressed…