The questions of "untracking" and cooperative learning for the academically gifted are important, because arguments concerning this small population are often used to defeat tracking reduction or elimination efforts for other students. This article rejects ability grouping for high achievers and recommends cooperative programs involving all…

Inclusive schools have a cohesive sense of community open to differences and responsive to individual needs. This sense of community is disrupted by the practice of pulling out gifted children for special services. Inclusion involves changes in philosophy, curriculum, teaching strategy, and structural organization. Schools should embrace…

Marian Matthews' article in the October 1992 issue of "Educational Leadership" reports that many gifted students are resentful of cooperative learning structures. Cooperative learning is not just a teaching technique but involves learning to respect and appreciate others' differences. Much of Matthews' criticism actually addresses…