Dr. Michael S. Matthews is professor and director of the Academically & Intellectually Gifted graduate programs at the University of North Carolina at Charlotte. He is incoming Coeditor of the "Gifted Child Quarterly" and a member of the Board of Directors of the National Association for Gifted Children. Dr. Matthews also currently…

In this reflective conversation, Ugur Sak discusses the current "state of the art" of gifted education in Turkey. He reviews the use of enrichment, discusses acceleration and reviews curricular procedures in Turkey. He responds to questions about the identification of gifted students and discusses the age old debate of talent versus…

The article describes a system for identifying and programing for gifted students in grades K-4. J. Renzulli's Enrichment Triad Model is used, providing three types of enrichment: (1) general exploratory experiences; (2) experiences to develop higher level thinking processes, research skills, and personal/social skills; and (3) independent…

The author points out the negative and limiting implications of the prevailing approach for identifying gifted children and asserts that the approach should be replaced by a model in which a separate identification step is replaced by curriculum-imbedded and curriculum determinitive processes. (CL)

The requirements of an enriched curriculum are examined. Emphasis is on experiential and inquiry learning and acquisition of skills which encourage independence and efficiency in learning. The need for teacher questioning that allows for differentiated responses at a variety of levels is stressed. (CL)

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,…

Program development in gifted and talented education is the focus of the digest. Elements of a successful program, including statements of support for differential education, staff orientation, and multiple appropriate screening and identification procedures are listed. Beginning steps for planning committees are noted. Identification approaches…

The paper describes the theoretical foundations of a project which would provide special education for gifted bilingual students in grades 6, 7, and 8. Major components of the project are: procedures for identifying gifted bilingual students, curriculum needs of these students, and the role of the teacher. A multiple assessment procedure…

Intended for practitioners involved in art and gifted education, the booklet presents practical information on programing for students gifted in the visual arts. A review of the research traces the development of the field from the 1920's to the present. California programing is cited as a foundation to curriculum development by outlining skills…

The paper addresses problems in identifying giftedness in culturally diverse populations. Among topics considered are (1) the relationship of certain performance criteria to established educational models, (2) the effect of selection processes using performance criteria on identifying children from disadvantaged backgrounds, (3) the effect of…

Intended for parents of gifted and talented children as well as for teachers and administrators, the handbook provides an overview of gifted education while describing one district's program model. The district's philosophy, goals and objectives, and definition of giftedness are set forth, followed by a list of learning and behavioral…

Teachers of regular classes containing gifted students should develop their ability to identify those gifted students, analyze their teaching approaches, assess the students' ability and developmental stage, organize the classroom into different working levels, and collaborate with other teachers to extend and elaborate the curriculum. (CL)

The guidelines are intended to help districts design, implement, and evaluate educational programs for gifted and talented students in Minnesota. Educational components of a gifted education program plan are listed, followed by analysis of the following topics: development of a gifted education program plan (a two-stage process involving initial…

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…

Described are identification procedures, a multi-dimensional screening device (MDSD), and special curriculum for gifted and talented students in Fairfax County, Virginia. Noted are discriminatory aspects of intelligence testing and teacher nomination in identifying gifted children. Described is the development of the MDSD which involves rating…