Provision of full-time programs for highly gifted students at both the elementary and secondary levels is supported, and guidelines are offered on criteria and procedures for student selection, curriculum and teaching methods, characteristics and training requirements for teachers, findings of research on special classes, and the need for…

To deliver challenging, high-level, fast-paced instruction in public schools, the gifted and talented must be grouped together for at least those subjects in which they are talented and need differentiated instruction. Arguments that less able youth suffer in the absence of gifted students are flawed. (MSE)

The research on identifying and educating gifted youth supports the use of multiple identification measures, accelerated instruction, and ability grouping. (Author/TE)

This article reviews the literature on grouping and argues for flexible grouping of students according to ability and achievement levels and maintains that grouping gifted students heterogeneously and providing cooperative learning leads to lowered achievement and motivation and poorer attitudes toward school for gifted students. (DB)

A questionnaire administered to 305 gifted students, ages 9-17, enrolled in a summer program, examined perceptions and attitudes related to the gifted label and available educational opportunities. Analysis of responses yielded four factors: (1) acceptance of the gifted label; (2) perception of ability as incremental; (3) preference for…