At the 2006 National Association of Gifted Children Conference, a panel presentation addressed the importance of providing gifted children with opportunities to take positive social action through service-learning; this article is a result of that discussion. The Future Problem Solving Program (among others) has a community problem-solving…

Spiritual intelligence--using a multisensory approach to access one's inner knowledge to solve global problems--can be an integrating theme to engage gifted students in building global awareness in the classroom. This article introduces individuals providing training in higher consciousness and presents examples of strategies to further develop…

On the surface, gifted children may appear to be well adjusted, but they are often highly sensitive, perfectionistic, and intense. They usually have an acute awareness of moral issues, with a unique perception of themselves and others and deeper feelings at an earlier age than their peers. Because of these intense qualities, they may suffer from…

Reviewed are centering techniques to help gifted and talented students stimulate and further develop the ability to incubate, or to pay attention to the imagery continuously going on in the brain's right hemisphere. (CL)

Presented are two exercises, "That's Me Every Time!" and the "Yes Test," the teacher can use in gathering feedback on perceptions, values, and thoughts of gifted students, particularly adolescents. (SBH)

Provisions for gifted student identification and educational programming in Australia, the USSR, Venezuela, Brazil, Indonesia, Israel, and the Peoples Republic of China, and the United Kingdom are discussed. Concern for locating and serving the gifted is apparent in all these countries. Issues and program efforts in gifted education are quite…

Teachers can use discussion to develop critical thinking skills in gifted children at all levels. (DB)

The special needs of gifted students are listed, and techniques a teacher can use to meet those needs are reviewed. (SBH)

The article discusses the use of computers in the education of gifted children, focusing on computer assisted instruction in the classroom. (DLS)

Described are classroom activities for gifted children based on C. Taylor's Creative Totem Pole theory. (SBH)

Followup and tie in between regular classrooms and gifted programs are essential for quality programing. "Ownership" of the program by the entire school community, including counselors, librarians, and administrators, is also important. (CL)

The author examines future trends in the education of the gifted and talented in such terms as exemplary programs for the gifted and talented, broadening the definition of giftedness, and increases in programs for the gifted disadvantaged. (DB)

In an interview, Dr. D. Sisk, Director of the Office of Gifted and Talented, discussed a number of topics with L. Zdravchev, a member of the Executive Board of the World Council on Gifted and Talented. (PHR)