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)

The five year plan for gifted education in Illinois includes an historical overview, a brief statement of program philosophy, and summary of the plan's components, which include student identification, local program development, intermediate level services, and planning and development. The major portion of the document consists of a chart…

THE GOALS OF THE CONFERENCE WERE TO AROUSE THE INTEREST OF COMMUNITIES IN TENNESSEE AND THE MID-SOUTH IN THE ACADEMICALLY TALENTED, TO INFORM BOTH PROFESSIONAL AND LAY PEOPLE ABOUT CURRENT THEORY AND PRACTICES IN THIS AREA OF EDUCATION, TO SUGGEST SPECIFIC PILOT PROJECTS FOR LAY GROUPS SUBJECT TO THE APPROVAL OF THEIR BOARDS OF EDUCATION, AND TO…

The editor introduces a special issue on myths in gifted education. He suggests that myths deal with three major topics: definitions of the gifted and talented, identification, and programs. He concludes with a list of 14 questions concerning alternative approaches. (CL)

Describes how to identify gifted and talented children and develop programs for them. (DD)

The report contains the proceedings of the Third Annual Northern Virginia Conference on Gifted/Talented Education. Titles and authors of papers presented include "Realizing Your Potential" (H. Lyon), "Developing the Gifts of All Children" (W. Barbe), "What is Leadership Training for the Gifted?" (D. Sisk), "Theoretic Foundations of Differential…

Program development in gifted and talented education is the focus of the digest. Elements of a successful program, including statements of support for differential education, staff orientation, and multiple appropriate screening and identification procedures are listed. Beginning steps for planning committees are noted. Identification approaches…

The manual provides suggestions and information on planning and implementing programs for gifted and talented students in Idaho. Following a brief section outlining the program rationale and defining related terms, the document addresses 14 program planning and initiation aspects: district need, action planning steps, development of the plan,…

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)

Discusses the need for identifying gifted and talented students, and lists basic guidelines in planning a program for them. (SP)

The article presents a "magic circle" model for designing, implementing, and evaluating programs for gifted, talented, and creative students. (DLS)

In this interview, Eliot Feld, a ballet dancer who has choreographed more than 100 ballets for every major company in the United States and around the world, discusses his passion for dance, dance training, mentors, balancing academics and performance at the High School of Performing Arts, and establishing Ballet Tech. (CR)

Intended for practitioners involved in art and gifted education, the booklet presents practical information on programing for students gifted in the visual arts. A review of the research traces the development of the field from the 1920's to the present. California programing is cited as a foundation to curriculum development by outlining skills…

Intended for parents of gifted and talented children as well as for teachers and administrators, the handbook provides an overview of gifted education while describing one district's program model. The district's philosophy, goals and objectives, and definition of giftedness are set forth, followed by a list of learning and behavioral…

The paper traces the history of special education programs for gifted students in Taiwan and describes the current goals and nature of gifted programs. Four areas of support from the Ministry of Education are noted: program design, teacher education, resources (publications and instructional materials), and research. The identification procedure…