The myth that the gifted constitute 3 percent to 5 percent of the population is countered by a discussion of two types of giftedness: schoolhouse giftedness in which students excel in testtaking, and creative/productive giftedness in which students may not have high IQs. The 3 percent to 5 percent figure is seen to equate giftedness with IQ. (CL)

The three issues of this 1997 publication on gifted and talented students focus on the themes of teaching gifted students in the regular classroom, atypical gifted students, and the 1997 annual conference of the Texas Association for the Gifted and Talented. Major articles include the following: "Meeting the Needs of Gifted Learners in the…

This document consists of the four 1999 issues of a quarterly newsletter publication on gifted education. Issues regularly include major articles, book reviews, announcements, and letters. The major articles in these issues are: "The Mathematically Gifted: Bridging the Gender Gap" (Lynn H. Fox and Janet F. Soller); "Parenting for Education:…

This journal theme issue focuses on attention deficit disorders (ADD) in gifted children. "Gifted Children with Attention Deficit Disorder" by Deirdre V. Lovecky outlines symptoms of ADD, types of ADD, issues of giftedness, strengths of gifted children with ADD, and methods for helping gifted children with ADD. "The Perplexed…

Four issues of the newletter focus on aspects of education for academically talented students. The major articles in each issue address the following topics: the importance of career, psychosocial, and academic counseling for gifted students; curriculum development; summer programs of the Midwest Talent Search (MTS); leadership training; the…

This monograph addresses issues and problems related to identification of and programming for gifted/talented children of preschool, kindergarten, and primary age. Barriers to early identification and programming are identified. A rationale for early identification and programming is presented, followed by administrative options including…

This document consists of three consecutive but unnumbered issues of a newsletter from the National Research Center on the Gifted and Talended (NRC/GT) containing articles on the education of gifted and talented students: "NRC/GT Destination: Around the Corner" (E. Jean Gubbins); "New NRC/GT Studies for Year 5" (on implementing enrichment…

Characteristics of gifted programs that stick out like a "sore thumb" include vulnerability to charges of elitism, the notion that gifted students are better students, a lack of teacher support, and a high degree of rigidity. (CL)

This journal theme issue focuses on mainstreaming of gifted children. "How Gifted Kids Can Survive in 'Inclusion' Classrooms" by Susan Winebrenner offers guidelines for compacting and differentiating the curriculum for gifted students within the regular classroom setting. It also addresses guiding independent study. "Challenging…

This document, a first "theme" issue of a projected quarterly publication on developments in gifted education, focuses on theoretical principles and practical suggestions concerning student identification for gifted programs in Texas. The first article, "Developing Defensible Identification Procedures," is by Tommie Sue…

The author refutes the myth that gifted students comprise a single, homogeneous group. She cites the wide variety of characteristics and notes the influence of environment upon the individual, all of which supports the need for multicomponent programs. (CL)

Some identification and programing approaches for gifted students are said to shortchange all students and perpetuate a myth of exclusivity. The real issue, the author contends, is not whether the label "gifted" is affixed, but whether all children's needs are met through the regular curriculum or through adaptations. (CL)

Gifted programs should not be developed only to compensate for inadequate regular classrooms. Instead, the principles of gifted education should be applied to the total environment, with enrichment activities for gifted students requiring intensity of effort in specialized areas. (CL)

Planning is of prime importance in providing programs for gifted and talented students. Districts should emphasize an awareness campaign on the premises and needs of gifted education. An individual should then be appointed and trained as the district specialist in gifted and talented education. (CL)

Five articles address philosophy instruction for gifted students. (SB)