Creativity and the characteristics of the creative personality are explored in an attempt to show both that creativity exists in handicapped children and is a valuable attribute to be developed in these students. Attributes of the creative personality are pointed out, and a model for the identification of creativity is presented. (Author)

The author proposes an inservice teacher training course on creativity which emphasizes the historical and theoretical aspects of creativity; the environmental contributors to creativity (through biographical analysis of the lives of creative individuals); the identification of creative potential; and the application of creativity theories and…

The article describes the Designed Improvement Program for gifted and talented fourth through twelfth grade students. Sections address three types of enrichment activities based on the J. Renzulli Enrichment Triad Model: general exploratory activities, group training activities, and individual or small group investigation of real problems. (SBH)

The article examines several issues regarding the education of gifted and talented students, by answering letters sent in by readers of the journal. Issues examined include private v public schools, teacher resentment of gifted children, coping with being "different," special classes, and enrichment programs. (DLS)

The article describes a model two-week summer enrichment program for gifted and talented sixth- and seventh-graders in King William County, Virginia, a rural, low socioeconomic area. (DLS)

Notes reasons why, despite ample legislative provision, gifted programs are developing slowly in New Jersey. Also provided is the position statement on gifted and talented education of the New Jersey Education Association. (SJL)

The importance of arts education for gifted students is discussed, and the terms creative, aesthetic, and artistic are defined. Four suggestions for encouraging artistic talent, including establishing a resource file of master artists and arts institutions, are presented. (CL)

Describes a study conducted at Murray State University (Kentucky) which proposes to create a teacher-student learning situation that would identify and maximize divergent learning potentials and styles with the goal that each child would be properly classified as "gifted". (CT)

The article, excerpted from an interview with A. Lopez and C. Payne, focuses on research on creativity and giftedness among minority students. Also considered are teaching methods, programs and materials, identification, relationship between native language and creativity, and teacher preparation. (CL)

The author describes the development and success of a program designed to allow gifted and talented and learning problem eighth grade students to choose their own courses and course sequence as they pursued mastery of seven critical skills in reading, writing, computation, problem solving, research, and adjustment. (CL)

The debate over special programs for the gifted must not obscure the basic questions: To whom will the gifts be delivered? How much emphasis are we willing to place on equality of opportunity for all children? (Author/IRT)

Presents additional data on the author's previously formulated associative model of advertising creativity, looking at the impact of confidence, involvement, satisfaction, attitude, and associative ability on an individual's creative ability. (Author)

A program model for use in gifted classrooms focuses on achieving altered states of consciousnes in order to further develop the natural talents of children. (PHR)

Suggests science programs that are based on gifted students' individual patterns, abilities, and interests. Briefly discusses problems encountered by scientifically gifted girls. (MA)

Presents examples of creative humor activities produced by gifted elementary students. These include droodles, create-a-creature, wanted posters, and work machines. (MA)