The report presents a general plan for improving the education of gifted and talented students (preschool-secondary grades) in Quebec. Short term (2-4 years) and medium term (3-6 or 7 years) actions are recommended. An introductory section defines giftedness and emphasizes the need for special educational provisions for this group. The second part…

The paper provides a brief description of the organization and content of the final report of a 4-year study of programs for gifted students. The sections of the final report cover the following: (1) Findings of a survey of the educational backgrounds of MacArthur Fellows, which indicate the importance of parents, good teachers, and supportive…

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…

The guide, most of which consists of appendixes, forms, and formats, is an introduction to the process of developing individualized education programs (IEPs) for handicapped, gifted, and talented children in the state of Pennsylvania. Instructional components of the IEP are discussed in terms of annual goals, short-term objectives, and determining…

Project IMPACT, a joint effort by public and private schools in Grand Forks (ND) to provide services to gifted elementary students, is described. Four project objectives are identified: to combine educational resources of public and private schools; to provide workshops and resources for teachers; to identify teachers suitable for teaching…

This article describes four years of experience the Pittsburgh High School of the Creative and Performing Arts has had with a dance program. Problems and virtues of the program are highlighted, and suggestions for improvement are offered. (MT)

Ten guidelines of the program include understanding the make-up of gifted and talented students, retaining good faculty, providing adequate support services, and allowing sufficient time for student growth and exploration. (Author/CL)

The paper describes an experimental on-site program for gifted Canadian Arctic Inuit youngsters, based on J. Renzulli's triad model, focusing primarily on development of problem-solving and decision-making skills, as well as including a creative-artistic component. Problems and issues are addressed, related to program development in remote and…

Results of questionnaires completed by 88 Ontario school boards revealed that most boards have programs for both gifted and gifted underachieving students and that most used a variety of identification criteria and programing alternatives. A majority specifically identified and programed for gifted underachievers although they tended to treat them…

It is important to develop total "ownership" in gifted programs so that regular teachers, administrators, and community members realize the benefits of serving the above average student. (CL)

Issues such as work orientation, social stratification, and sex roles affecting career education for gifted and talented students are considered. Data on career-related problems facing this population are cited. Principles and characteristics of successful programs (such as active professional role models and individualized guidance) are…

The gifted handicapped student is discussed in terms of developing staff sensitivity, formulating an identification process, and developing a transdisciplinary team approach to create an individualized educational program for each child. Within the identification process a major new element is the Teacher Observational Item (TOI) list. (Author/SB)

A summer program was developed in the Camden area of South Carolina to involve third-grade artistically gifted/talented students in activities in visual art, drama, music, and movement. Described are the program's selection process, goals, rationale, projected outcomes, staffing, facilities, and program administration. (JDD)

The paper views career development for gifted and talented youth as an organized, long-term commitment which should begin with parents, be fostered by educators, and continue into work settings in which professionals are engaged. At-risk students from backgrounds that do not foster such career development activities require additional assistance.…

This paper traces the history of gifted and talented education programs in Taiwan and describes their current goals; factors influencing their development; recently established programs; support systems in the areas of program design, teacher training, resources, and research; and identification procedures. (Author/JDD)