The K to 12 Education provided an opportunity for the advancement of gifted education in the Philippines, especially in public schools. This paper identifies different existing programs for gifted education in the country and discusses the issues and challenges experienced by teachers and administrators in implementing the curriculum for the…

A project was developed in southern Tel-Aviv to intellectually foster gifted/socially disadvantaged adolescents. The program's components include mastery of mathematics and English, development of excellence in selected areas, peer group support, and critical thinking development. The paper describes problems encountered by the project and program…

This "ERIC Digest" discusses the components of an effective educational program for students who are gifted. The paper defines the term "program" and distinguishes between programs and provisions. Eight major components of an effective program are noted: needs assessment, definition of population, identification procedures,…

Discussed is the development of defensible programs for gifted and talented students. (DLS)

Drawing on their own experiences, the authors suggest starting a program for gifted children by developing community support, choosing an appropriate type of program, assessing staff perceptions of the need for the program, identifying gifted students, developing a curriculum, involving the faculty, securing funding, and choosing the evaluation…

Discussed is the issue of how many different kinds of talents or gifts special programs will consider in both selection and educational aspects, focusing on how many different kinds of gifts and talents can be dealt with simultaneously and how much complexity can be tolerated. (DLS)

THE PURPOSE IS TO ASSIST ADMINISTRATORS IN UNDERSTANDING, ORGANIZING, AND OPERATING A COMPREHENSIVE PROGRAM FOR BRIGHT AND GIFTED STUDENTS. ASPECTS INCLUDE IDENTIFICATION OF STUDENTS WHO NEED SPECIAL ATTENTION, COUNSELING AND GUIDANCE, SELECTION AND TRAINING OF TEACHERS FOR GIFTED PROGRAMS, GROUPING IN ELEMENTARY AND SECONDARY SCHOOLS, NONGRADED…

Chicago (Illinois) Public Schools serves its gifted students through full-time, pull-out, and off-campus programs. This paper describes early programs made possible through state aid; the population's current ethnic mix; types of full-time programs (regional magnet centers, academic centers, and the international baccalaureate program); and plans…

One Louisiana school system's development of a program to provide a differentiated curriculum for gifted preschoolers is described. The article focuses on student identification and placement; program structure; types of activities (games tables, free choice centers, individualized and whole group instruction); behavior management and motivation;…

A high school teacher describes efforts to develop a comprehensive gifted education program while recognizing political realities. The program emphasized use of before-school and after-school periods rather than pull-out, addressed the burdens rather than blessings of high capability, focused on the underachieving gifted, and tried to avoid…

The handbook provides a model for beginning and operating programs for talented/gifted students in rural schools, K-12, based on a program developed in Shasta County, California, in 1976-77 and disseminated nationwide in 1978-79. The model produces individualized programs planned by a committee composed of the student, classroom teacher(s),…

Part of a 10 booklet series on talented and gifted education, the booklet presents information for parents about educational programs for talented and gifted children. An historical view of talented and gifted education is presented, along with a definition of gifted and talented students. Characteristics of giftedness are outlined for the…

Six of 509 high schools were identified as having the most successful mathematics programs for gifted students, and key ingredients of these programs were isolated. Key ingredients included: focus on problem-oriented independent study programs rather than texts or tests, dynamic research-oriented teachers, administrative support, active…

This article discusses the importance of conducting an initial needs assessment as part of gifted program development. The paper describes data collection concerning the general student body, gifted population, school district personnel, school and school district, physical setting, economic factors, community, and national and state gifted…

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…