Fifth and sixth gradrs deemed to be among the top quartile of their class in leadership ability by self, peers, and teachers (N=28) were given a three-part leadership task. Scores on a leadership scale indicated that: self-nominated student scored highest, and students nominated by all three groups scored higher than any other subject. (Author/CL)

Available from: Department of Special Education, Appalachian State University, Boone, NC 28608.

Shows that only 21 states have legislation designed to aid gifted children (termed those with intelligence scores of 120 and above). (DS)

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

The importance of applying multiple selection criteria from the beginning in the identification of gifted students is stressed. Approaches which use achievement and intelligence tests as a primary screening criteria before applying multiple criteria are said to be only skin deep. (CL)

The role of the school psychologist in gifted education can include developing identification procedures, describing behavioral characteristics, and educating parents. (Author)

A study involving 89 junior and senior high school students was conducted to validate an identification instrument which classifies behaviors into six categories--convergent, divergent/creative, goal oriented, social skills, physical skills, and affect/feelings. The six behavior clusters characterized most students in the study. (SW)

Uses 227 elementary education majors to investigate the effect of past musical training on students' present ability to perform on music achievement test items. Investigates if a difference existed between students with training and those without training, and if a difference existed in the type of training. (Author/AH)

The gifted handicapped student is discussed in terms of developing staff sensitivity, formulating an identification process, and developing a transdisciplinary team approach to create an individualized educational program for each child. Within the identification process a major new element is the Teacher Observational Item (TOI) list. (Author/SB)

Presents a case-study showing the importance of music education to an 11-year-old with learning disabilities. The boy had not received any music training in special education classes. During a summer arts enrichment program, an instructor discovered his musical ability. Later, a school music teacher found he was musically gifted. (AM)

Presents approaches to recruiting which can help achieve a successful school band program. Key elements discussed include identifying students with musical ability, providing personal contact with prospective students and their parents, promoting a positive image of the band, and planning and organizing carefully. (AM)

This general overview on the gifted discusses student identification, teaching methods, and model programs for the musically gifted. (SJL)

Gifted education suffers from poor financing, fears of elitism, and problems in student identification. Appropriate definitions, selection procedures, and instructional techniques now exist for gifted education. It is time to make a commitment to these students who, contrary to popular belief, cannot ordinarily develop to their full potential…