The article traces the development of the Early Childhood Learning Center program (Manchester, Connecticut) for gifted and talented preschoolers. It is pointed out that the program is based on J. Reszulli's Enrichment Triad Model. (SW)

The article provides, in outline form, a program evaluation plan for special education program developers and evaluators. The plan has a three part conceptual framework involving the nature and needs of students, the goals and objectives of the program, and the match between the two. (DB)

The rationale, development, and organization of a program for gifted/talented preschool children are considered. (CL)

This conference presentation begins with an outline of the assumptions involved in a theoretical model for the teaching of creatively gifted young children. The assumptions include: (1) creativity is continuous, not dichotomous; (2) creativity is a dynamic, interactive, and multidimensional process; (3) creativity may encompass intentionality but…

This text offers a comprehensive introduction to major topics and issues in gifted and talented education. The 28 chapters are grouped into four sections on the general nature of giftedness, program development, organization of curriculum and instruction, and excellence in education of these students. Chapters include the following titles and…

This book provides an overall perspective to program development for gifted children and youth. The approaches used draw on many theories, points of view, and program structures. Chapter titles are as follows: "Identification of the Gifted,""Strategies for Teaching the Gifted,""Organizing the Gifted Program,""Building Support for the Gifted…

The conference paper examines West Virginia's process-product model used to develop educational programs for exceptional students (behavior disordered learners and intellectually gifted learners). The background of the program is discussed, and requirements of the state's master plan are outlined. Noted are findings and recommendations of task…

The paper suggests a strategy for developing a program for gifted and talented limited English speaking students. Six steps are outlined: (1) identify the gifted and talented student population in the pilot school using at least two acceptable criteria; (2) based on the school study team (SST) assessment process, prepare individual sequential…

Gifted second and third graders formed a corporation and marketed their own products in a special acceleration and enrichment program. Organized by a classroom teacher, art teacher, and a local businessperson, the program incorporated work on math skills, language art, art, problem solving, and decision making. (CL)

Parents should encourage their gifted children to volunteer in their communities. A variety of models exist (children on their own, children with parents or other adult family members, children with other children). Children should be involved in initial research and planning, and parents should evaluate potential placements. (CL)

A cooperative program for gifted fourth, fifth, and sixth graders began as a result of budget cuts. The program has experimented with scheduling patterns, course offerings, and teacher selections. (Author/CL)

A program in Essex, United Kingdom, for gifted elementary students encountered early problems from the term "gifted" and from the identification procedure concentrating on high IQ criteria. Inservice courses were instituted and selection methods broadened. (CL)

The author satirizes the status of teacher education in gifted education, cites the conceptual weakness of arguments justifying support for gifted programs, and considers the need to train teachers to provide enriched programs for all students and to focus on the academic content areas. (CL)