It is argued that lack of sustained academic effort, not student grouping, is the major reason for differences in student performance. Ability grouping is seen as a useful tool, especially in accelerated programs for bright children, that should not be rejected in favor of approaches that ignore individual differences. (MSE)

This response to HE 531 676 proposes that critics of ability grouping for instruction are looking at grouping as a social, not educational, issue and that research supports the notion that grouping is good for all students, not just high-achievers. Gifted education is seen as a legitimate educational undertaking compatible with other goals. (MSE)

Discusses mental retardation and giftedness, stressing the importance of individual differences in the differential design of educational strategies and the application of approaches developed with special populations to normally developing children. Current social inequalities affect both fields in particular ways. Numerous research agendas can…

Explains the concept of least restrictive environment (LRE) and explores the ways in which it fits and does not fit gifted education. The paper discusses LRE as it relates to special education and to gifted students, investigates whether separate education hurts gifted students, discusses gifted students and the equitable society, and looks at the…