The development of the LARC (Learning Activities to Raise Creativity) program for academically gifted school students is discussed. Among the goals of the program are exposure of students to multidisciplinary subject matter not encountered in the regular classroom and the nurture of creative thinking. (PHR)

There are a number of ways parents can help their child gain entrance into a gifted program: completing and becoming familiar with various rating forms; understanding that teachers may be inaccurate in creativity assessments; and claiming discrimination based on the child's age or incompatibility with the teacher. (CL)

The authors describe an approach to identifying gifted children based upon a three-ring definition of giftedness (above average general ability, task commitment, and creativity). Examples are given of the revolving door model in practice, needed policy changes are noted, and its advantages and potential problems cited. (CL)

A discussion of education for gifted students in India reviews scholarship schemes to allow bright children to secure gifted services, national programs to identify creativity, and current developments in teacher education. (CL)

The author describes ways in which the arts can facilitate small group and classroom counseling for gifted students. Basic components of the guidance function are identified and five principles discussed, including an emphasis on individual behavioral processes and an orientation toward cooperation rather than compulsion. (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)

Creative problem solving (CPS) can be an effective tool in teaching gifted, creative, and talented students. One approach to CPS consists of five steps: fact finding, problem finding, idea finding, solution finding, and acceptance finding. Process techniques for each step are delineated. (CL)

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)

The authors stress the need for teaching gifted children to read creatively, which includes synthesizing information into meaningful relationships, and propose a 20-item checklist to generate objectives and activities for fostering creative reading development. (MC)

Problems inherent in the process of identifying creativity in children are considered. Parallels in determining basketball talent through observation, tryout games, and identification of selected characteristics are drawn. Examples of creativity checklists and self-report inventories are given. (CL)

"Diagraming Analysis of a Fuzzy Technique" (DAFT) is a model rectifying two problems associated with Future Problem Solving Bowl activities, namely problem definition by teams and evaluation of team responses. (MC)