PROGRAMS FOR ACADEMICALLY TALENTED CHILDREN SHOULD BE BUILT ON A SOUND PROGRAM FOR ALL CHILDREN. CHARACTERISTICS OF A GOOD PROGRAM ARE STATED SPECIFICALLY IN LINE WITH THE OVERALL GOAL. PROGRAMS NOW IN OPERATION ARE MENTIONED. SOME AREAS OF PARTICULAR VALUE TO THE ACADEMICALLY TALENTED ARE--PROBLEM SOLVING, CRITICAL THINKING, BASIC SKILLS,…

A special education professor who has written curricula for gifted/talented students and developed programs for underserved students answers questions concerning identification of students, including handicapped students, for gifted programs; the purpose of differentiated curricula for gifted/talented students; types of curriculum modifications;…

THE DUARTE UNIFIED SCHOOL DISTRICT OFFERS SPECIAL OPPORTUNITIES TO DEVELOP GREATER SELF-DIRECTION, CONFIDENCE, PERSONAL RESPONSIBILITY, AND A DEGREE OF SKILL IN ALL AREAS OF THE CURRICULUM RELATIVE TO THE STUDENTS' ABILITIES. THE SELECTION OF STUDENTS SHOULD BE BASED ON AN INDIVIDUAL TEST, A SCORE AT OR ABOVE THE 98TH PERCENTILE ON A GROUP TEST OF…

This paper examines cognitive capacities and dispositional characteristics that contribute to creative problem solving, including relationship generation skills, expertise, adaptability, and wisdom. The paper argues that programs for gifted and talented students should develop the beliefs, values, and motives that will encourage students to apply…

Describes in detail a public school program exclusively for gifted children, grades K-12. Discusses criteria for entry into the program, provides profiles of the students, and explains evaluation of student progress. (MA)

A rationale is presented for developing gifted education projects that are differentiated from the regular curriculum. A specific activity, called "Let's Build a Sailboat," is described to illustrate guiding principles for success in student project development. The project taught planning and management skills to junior high school gifted…

No matter where gifted and talented students obtain their education, they need an appropriately differentiated curriculum designed to address their individual characteristics, needs, abilities, and interests. A program that builds on these characteristics may be viewed as qualitatively (rather than quantitatively) different from the basic…

The goal of gifted and talented education in South Carolina is to identify and nurture potential through the development of specialized curriculum offerings modified and adapted to meet the unique learning styles, learning rates, interests, abilities, and needs of gifted and talented students. An appropriate program for gifted and talented…

This article discusses the influence of political ideologies on the development of gifted education in the United States and Australia. The controversy over educational equity, the claim that every child has gifts or talents, the confusion between gifts and strengths, and the resulting impact on curriculum development is explored. (Contains…

This theme issue on gifted high school students presents several feature articles, a California legislative update, and an editorial. In "Summer Seminar '93--California in the 21st Century," Janis Van Dreal describes a 2-week residential program in which gifted high school students examined California's future. "Visiting a Gifted…

Discusses how three different models can be used to serve gifted children: separate classrooms, resource rooms, and the consultant-teacher model. How differentiated curricula can be used in inclusive settings and the characteristics of a differentiated classroom are highlighted. The need for appropriate professional development is emphasized. (CR)

This paper describes the philosophy and development of the Extracurricular Centres for Highly Gifted Children in Transvaal, South Africa. The centers' concepts of "gifted" and "highly gifted" are defined, and characteristics of gifted children are listed. The centers offer enrichment and acceleration classes in subjects outside…

Addresses the problems of special education in the larger context of curriculum theory. Points out the inadequacy of considering such issues as mainstreaming, identification of exceptional students, and teacher training in isolation from more fundamental questions of learning goals or outcomes. (TE)

In this interview, Dr. Abraham Tannenbaum, an author and leader of numerous research projects concerning gifted and talented students, discusses homeschooling, the impact of charter schools, magnet schools, and school choice on gifted education, the Ganiech psychosocial definition of giftedness, and the development of gifted programs. (Contains 7…

This publication provides examples of the types of services that may be provided to Minnesota gifted/talented students and the corresponding outcomes accomplished by students when such services are provided. The first chapter examines education system values, a philosophy of education, the mission of public education, and Minnesota State Board of…