Emphasizes need to systematically identify gifted children. Defines the term "gifted" and considers three groups in detail: children of high intelligence, children of high academic aptitude, and talented children. Offers strategy for educational diagnosis of gifted children. (DST)

A discussion of the Retrieval and Acceleration of Promising Young Handicapped and Talented program, shows how one group conceptualized, developed, disseminated, and evaluated this model for identifying and programing for young gifted/talented handicapped children. Five model components are discussed: general programing, talent…

Describes design and implementation of a project which focused on early identification of potentially gifted students among youths frequently overlooked because of socioeconomic, cultural, and/or linguistic differences. Also discusses validation of a battery of procedures and techniques designed to identify potentially gifted students among…

A survey of 87 gifted programs, identified as outstanding by 36 State Departments of Education, indicated such results as that achievement tests, and not recommended behavioral procedures, were used to ascertain giftedness in 82 percent of programs. (MC)

This handbook provides arts specialists and gifted coordinators with procedures for identifying students who are gifted in drama. To be effective, the screening and identification process requires participation by personnel with expertise in the characteristics of gifted students, assessment, and drama. The handbook begins with an overview of the…

This document contains two articles concerned with doubly exceptional children and gifted education. In "The Doubly Exceptional Child: A Principal's Dilemma," (Carol J. Mills and Linda E. Brody), such children do not fit into the usual categories for sorting children because their gifts and disabilities often mask each other. Suggestions are…

The use of IQ scores as criteria for entry into gifted programs is criticized. Difficulties in test interpretation are noted, as are factors biasing the performance of culturally different students. The author cites flaws with intelligence, achievement, and creativity tests and suggests that locally designed and normal methods are preferable. (CL)

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, 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)

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)

Develops a definition of giftedness. Presents three traits of giftedness: above average ability, creativity, and task commitment. The definition includes an interaction among those three traits. (MA)