The unit approach, which emphasizes content mastery, can be developed for gifted education through seven steps, including developing a rationale and selection criteria for unit topics and devising specific lesson plans which permit flexibility to accommodate a variety of interests and ability levels. (CL)

The cumulative learning effect is explained to help overcome lack of coordination and scheduling difficulties in programing for the gifted. An example is recounted of the model's application in an interdisciplinary series on experiencing history. (CL)

The author, asserting that all teachers are teachers of gifted students, suggests an interdisciplinary approach to adapting curriculum. (CL)

Purdue University utilizes the model in the Super Saturday Program, in which art enrichment activities are provided for fifth- through ninth-graders from 14 surrounding counties. (SW)

The need for developing a program stressing leadership skills among gifted, talented, and creative school children is considered and aspects of such a program are discussed. (PHR)

Interest development centers allow gifted students in regular classrooms to explore a variety of individually selected topics. Suggestions are offered for planning and implementing the centers. (CL)

The article describes the Chapel Hill Gifted Handicapped Project (housed at the University of North Carolina) designed to develop a model and field tested curricula for gifted and handicapped preschoolers. (SBH)

The development of a humanities based program in which English, social studies, math, and science were interrelated for senior high gifted students is described. A sample unit on Greek civilization is included to illustrate the range of activities in philosophy, science, literature, mathematics, and art. (CL)

A model performing arts program (The Arts from the Inside Out) for gifted and talented elementary students at the Robert Blair Pollock Elementary School in Philadelphia (PA), provides children with first-hand backstage experience with opera, music, dance, drama, filmmaking, and architecture. (CL)

A model for designing a social studies unit for able (gifted) students that has no national boundaries or time, event, and cultural limitations is explained and illustrated by a diagram. The conceptual model provides an example built around the concept of leadership styles. (SEW)