This "ERIC Digest" discusses the components of an effective educational program for students who are gifted. The paper defines the term "program" and distinguishes between programs and provisions. Eight major components of an effective program are noted: needs assessment, definition of population, identification procedures,…

Drawing on their own experiences, the authors suggest starting a program for gifted children by developing community support, choosing an appropriate type of program, assessing staff perceptions of the need for the program, identifying gifted students, developing a curriculum, involving the faculty, securing funding, and choosing the evaluation…

Explains the important role administrators have in providing opportunities for blind and partially sighted students. (JM)

Discussed is the issue of how many different kinds of talents or gifts special programs will consider in both selection and educational aspects, focusing on how many different kinds of gifts and talents can be dealt with simultaneously and how much complexity can be tolerated. (DLS)

A special education professor who has written curricula for gifted/talented students and developed programs for underserved students answers questions concerning identification of students, including handicapped students, for gifted programs; the purpose of differentiated curricula for gifted/talented students; types of curriculum modifications;…

A rationale is offered for the implementation of full-time programing for gifted students, arguing that scheduling less time does not maximize their potential. Florida programs for the gifted are noted, and suggestions are offered for school district officials who wish to implement similar full-time gifted programs. (JDD)

The article describes the Designed Improvement Program for gifted and talented fourth through twelfth grade students. Sections address three types of enrichment activities based on the J. Renzulli Enrichment Triad Model: general exploratory activities, group training activities, and individual or small group investigation of real problems. (SBH)

A model program for providing recreational and leisure services to special populations within the school system is described. (JMF)

This article discusses the importance of conducting an initial needs assessment as part of gifted program development. The paper describes data collection concerning the general student body, gifted population, school district personnel, school and school district, physical setting, economic factors, community, and national and state gifted…

Eleven suggestions are provided for implementation of the Schoolwide Enrichment Model to meet students' needs for enriched learning opportunities. Suggestions include respect the individual interests and styles of faculty; don't waste time trying to convince everyone; and be careful not to take credit for what others do. (JDD)

Three pamphlets (Practitioner's Guides) present guidelines from the National Research Center on the Gifted and Talented at the University of Connecticut. The guidelines are based on theory-driven quality research that is problem-based, practice-relevant, and consumer-oriented. Each pamphlet has a section summarizing research from the literature or…

Very Special Arts creates learning opportunities through the arts for people with disabilities, especially children and youth. The organization offers programs in creative writing, dance, drama, music, and the visual arts. These programs are provided in all 50 states, the District of Columbia, New York City, and 85 countries. A descriptive summary…

The article describes the gifted programs of the Chicago public school system which involve museums and related organizations as learning laboratories for students. Among factors to consider in implementing a similar program is making sure students have a long-range commitment to the project before they become involved with the institution. (PHR)

This general overview presents definitions of giftedness, a discussion of stereotypes which affect the gifted, and an outline of the types of programs schools might develop and types of teachers they should select to meet the special needs of these youngsters. (SJL)

This paper discusses the pros and cons of full-time, self-contained classes for gifted children; full-time schools and full-time classes; principles of differentiated curriculum; and research results on academic and social issues. The paper concludes that self-contained classes provide a differentiated program that better meets the needs of gifted…