The author describes his early experience with the Talented Youth Project and stresses the need for planning the total experience of the gifted student. Models for curriculum differentiation are noted. (CL)

Suggestions are offered for beginning a creative writing program for gifted students as well as for evaluating students' attempts. Benefits are noted in terms of affective and cognitive growth. (CL)

A middle school teacher describes the way in which a gifted program gained prominence and its students acquired peer esteem through a model congress approach in which students learned parliamentary rules and debate principles. (CL)

Two articles discuss gifted education in China. The first describes the Shanghai Children's Palace, a facility offering instruction and activities in a variety of topic areas for gifted and talented students. The second provides an overview of the country's commitment to gifted education. (CL)

The author describes the rationale and implementation of the Peninsula Enrichment Programme for Gifted and Talented Children (PEP) in Australia. PEP is a family-based, community run organization designed to present out-of-school enrichment/extension activities for gifted children. (CL)

The article recounts the development of a special school for gifted students in Puebla, Mexico. (CL)

The scheduling model presented is designed to use an Extension Center to reduce the size of teaching groups, curtail the flow of students in and out of classrooms for support services and provide on a rotating basis an observation/evaluation period for resource teachers. (Author/CL)

Difficulties facing the development of gifted programs for preschoolers are noted (including problems in identification), and four alternatives are discussed: regular preschool placement, second-grade placement for some part of the day, regular class placement with time for independent work, and preschool gifted class placement. (CL)

The paper describes secondary science curriculum extension projects. Individual extension projects are developed from the base of the school curriculum but extend into broader, more unusual areas according to the individual's particular interest. Pupils discuss their intended goals, draw up a plan of action and contract to complete the task.…

Five major steps in the identification of gifted and talented youth are discussed, and problems in each area are noted: (1) determination of program goals and types of gifted youth to be served; (2) nomination procedures; (3) assessment procedures; (4) individual differentiation; and (5) validation of the identification process. (CL)

Discussed is educational program planning for gifted and talented students who are culturally different. Available from: Department of Special Education, Appalachian State University, Boone, NC 28608. (IM)

Paper prepared for the Northeast Regional Conference for the Gifted and Creative (November 5, 1970, New Haven, Connecticut). (Author)

When regular class teachers and school staff realize that a gifted program can be of service to them, the program has the best chance for success. Among ways to create that ownership are involving staff in program planning and inservice, using their talents, and involving parents and community members. (CL)

Parents in New Zealand often are presented with an array of contradictory recommendations for meeting needs of nine gifted children. Parents and teachers should understand motives underlying different viewpoints, clarify their aims, and, thereby, better use their limited freedom of choice for requesting appropriate provisions for gifted children.…