Exceptionally gifted children need special education because their needs are not fully met by standard educational programs. In standard programs, exceptionally gifted children waste time in acquiring basic knowledge that should be spent on more specialized knowledge, and can easily get bored and frustrated. Entry into primary school should take…

Education of the gifted in Israel is described, focusing on its historical background, aims, definitions, pupil identification, programs, curriculum, and teachers. Programs consist of special classes, morning and afternoon enrichment groups, and two associations: The Institute for the Promotion of Arts and Science, and Programs for the Promotion…

The document on program design and development, is the second book in a multimedia program, "Educating the Gifted and Talented," a series designed to provide background information, supplementary materials, workshop activities, and discussion questions for individuals and teachers working with or preparing to work with gifted students. Chapter 1…

THE PROBLEM OF THE SLOW LEARNER IS CONSIDERED IN TERMS OF DEFINITIONS, COMMON MISUNDERSTANDING, CAUSES, AND PSEUDO SLOW LEARNING WHERE LIMITATIONS ARE MORE LIKELY ENVIRONMENTAL THAN INHERENT. A DESCRIPTION OF THE SLOW LEARNER COVERS CHARACTERISTICS, IDENTIFICATION TECHNIQUES, NEEDS AND GOALS, MULTIHANDICAPS, THE UNDERACHIEVER, AND MOTIVATION. THE…

CALIFORNIA PROJECT TALENT WAS A 3 1/2-YEAR PROJECT WHICH DEMONSTRATED FOUR TYPES OF PROGRAMS FOR GIFTED CHILDREN AND YOUTH. THE ENRICHMENT DEMONSTRATION ANALYZED THE NEEDS FOR INSERVICE TRAINING OF TEACHERS AND DEVELOPED APPROPRIATE WORKSHOPS AND ALSO INVENTED, FIELD TESTED, AND DISSEMINATED SPECIAL PUPIL UNITS IN (1) SCIENTIFIC DISCOVERY,…