A seventh-grade teacher presents portraits of five academically gifted students in her regular classroom. She notes each child's personality characteristics, work habits, and areas of talent; and describes adaptations she made for them in the class. (CL)

The article describes C. Taylor's "multiple talent" approach for gifted children which states that schools have traditionally tapped only one type of talent, academic, and that many more children would have a chance to excel if schools increased emphasis on other areas. (PHR)

The article considers service needs of gifted immigrant children, in terms of problem areas and strategies addressing each problem area. Problem areas include linguistics, cultural differences, economic and health factors, attitudes, sociocultural and peer expectations, cross-cultural stress, intergenerational conflict, and school system conflict.…

Frequently asked questions about the relationships between giftedness, reading acquisition, and development are answered. Topics covered include the significance of early reading, parents' expectations in reading instruction, and parents' roles in motivating and developing reading at home. (CL)

Thirteen tips for teaching gifted students include: provide a safe environment, organize resources, understand needs, promote peer interaction, be a "child stretcher" vary content, provide tools, vary products, investigate real problems, and find uniqueness. (DB)

Suggestions are offered of ways in which teachers of gifted elementary students can provide nonprograming computer activities even when limited computer resources and expertise are available. Among activities noted are word processing and adventure games. (CL)

Individualizing through directed group instruction can reduce preparation time while increasing behavior control, social interaction, motivation, and self esteem for handicapped and gifted students. Examples are provided in listening comprehension; geography; capitalization, punctuation, and parts of speech; and place value. (CL)

A colloge credit course in computer math for 12 gifted secondary students and their parents focused on problem-solving strategies and encouraged teamwork and communication among parents and children. (CL)

A one-day per week pull-out social studies program for gifted fifth graders incorporates theories of John Dewey and Joseph Renzulli (the Enrichment Triad Model) in the study of economics, urbanization, and social organization, as well as participation in community service projects. (CL)

One hundred fifty-eight gifted and talented adolescents received full or partial scholarships for a summer of on the job training and apprenticeships in scientific disciplines with exploratory expeditions all over the world. (DB)

Guidelines are offered for facilitating independent or small group investigations by gifted and talented students. Steps include exploring student interest, developing the chosen topic, using the management plan, implementing and monitoring the project, and helping students with evaluation. (CL)

A rationale is presented for the use of bibliotherapy with students who are gifted. Teacher responsibilities and the bibliotherapeutic process are explained. The process is then applied in a unit on perfectionism in literature for high school students and for elementary and middle school students. (JDD)

These strategies for teaching spelling to gifted students focus on student choice of words, personal dictionaries, cloze passages, categorizing or word sorting, words borrowed from other languages, word etymology, multiple meaning words, and onomatopoetic words. (JDD)

Futuristics shares several features with gifted education--higher level thinking skills, creativity, learning outside the classroom, enrichment, and affective needs. Futuristics promotes a positive image of the future, an important aspect for gifted students who have been found to have a rather pessimistic view of the future. (CL)

Approaches to working with learning disabled students who are also gifted, talented, or creative are illustrated in the example of a secondary student with special abilities in photography. Several of his photographs and accompanying narratives are included. (CL)