The program of the Alabama School of Fine Arts, in its 15th year of serving artistically talented secondary-level students, is briefly described. The state-supported residential school offers a six-year program in five fine arts disciplines. (DB)

The introduction to this special issue on private schools for gifted and talented students notes questions raised about such programs and summarizes the nine articles addressing specific programs. (DB)

The article describes an after school program, the Universidad de los Ninos, in Mexico City, for children with special abilities. The program stresses development of individual potential, a flexible curriculum, parent involvement, and development of social responsibility. (DB)

The Indiana University Summer Arts Institute, which serves 60 artistically talented students from grades 7 through 10, is described. Eligibility criteria, program goals and structure, program content (emphasis on visual arts, music, dance, and drama), the inservice component, and research/evaluation are discussed. (DB)

The article describes several young Chinese musical prodigies as well as principles of the Shanghai Music Conservatory's middle and primary schools which provide intensive musical training to musically gifted students. (DB)

The article describes the Pyramid Project which serves gifted students through emphasis on flexible pacing in a variety of settings from enrichment in the regular classes to special schools. Implementation of project principles in each of the four Texas districts (Cedar Hill, Birdville, Arlington, and Fort Worth) is detailed. (DB)

The article describes a program at a special school for retarded and otherwise handicapped children in Japan which stresses development of artistic talents. The children's work has been the subject of an exhibition in Paris. (Author/DB)

The Illinois Mathematics and Science Academy, as a member of the National Consortium for Specialized Secondary Schools of Mathematics, Science, and Technology, engages in educational innovation in secondary school programs for the gifted. The academy is described, focusing on strategic planning, student admissions, academic programs, student…

Discussed is the mentoring relationship especially in relationship to the development of gifted students within the special school context. Considered are personal qualities fostered by mentoring, characteristics of mentors and their students, and school organizational structures that encourage mentoring. (DB)

The North Carolina School of the Arts, a residential state school serving approximately 700 artistically talented students at the high school and college levels, is described. Noted are the school's 22-year history, admission procedures, and instructional program. (DB)

This article describes the internship program developed by the Jackson (Mississippi) Public School District's Academic and Performing Arts Complex. Visual arts internships allow junior or senior students to get on-the-job experience (two hours on each of three days for six weeks) at sites including museums, television stations, and photography…

The literature seminar format meets the needs of gifted students for intellectual challenges, complex curricular experiences, creative research and writing activities, and stimulating interactions. Three seminars conducted in the English curriculum at a special school for gifted students are described: "Dickens and the Industrial…

The article describes the origin and development of Eagle School in Madison, Wisconsin, for academically gifted students. The program has an unconventional educational philosophy (e.g., using specialist teachers at the elementary level), uses the guidance counselor for proactive counseling, allows students to experience failure, and stresses…

The article describes the model science program developed at the University of Tulsa School for Gifted Children. Noted are advantages of the university affiliation for such a program, a curriculum which focuses on interdisciplinary but specific topics, coordination with other subject areas, and utilization of science experiences outside the…

The Carmen Millan School (Puebla, Mexico) was established to meet the high intellectual faculties of gifted students through development of willingness to learn, oral expression, talent, and the ability to plan systematically. Special education teachers act as monitors of learning contracts developed for students during school and during…