Interest has been growing in identification and appropriate education of gifted students with handicapping conditions. With the implementation of the 1975 Education for All Handicapped Children Act (P.L. 94-142), professionals in the fields of education for gifted students and for handicapped students have had more chances to exchange information.…

The study sought to provide empirical support for multidimensional definitions of talent through the examination of traditional and nontraditional talent distributions among 1,141 sophomore young women representing public, private, and parochial high schools. Clusters defined by the analysis revealed the existence of talents independent of…

The article lists and briefly describes 78 noncommercially available instruments useful in studying and measuring creative behavior and creative talent. In addition to a brief description of the instrument, each entry lists the author(s) and the journal or publication reporting on the instrument. (DLS)

The article presents a detailed description of a process for identifying culturally different gifted children. (Author/DLS)

The article describes a process used by one school system to identify gifted three- to five-year olds. The process has been operational for five years and involves both screening (i.e., education of the public, general screening, and individualized screening) and formal evaluation (i.e., comprehensive evaluation and the evaluation report).…

The purpose of the current study was to determine the number of gifted students with disabilities identified and served in gifted education programs in the state of Mississippi. Four categories of giftedness are set forth in the regulations for gifted programs are: (1) Intellectually gifted children refers to children and youth who are found to…

Technology expertise often occurs in two types of technology activities. One area of expertise is computer programming and another is expertise as a technology consumer using hardware and software. In addition to demonstrating prowess, some students tend to exhibit passion toward one or both of these activities. Students who excel in either could…

The study explores the consequences, for participating schools, of the implementation of a system for the identification and selection of academically talented students, in the context of an extracurricular enrichment program operating at Pontificia Universidad Catolica de Chile. The participants were 73 students, 50 teachers, and seven members of…

The report describes accomplishments of a program designed to promote abilities of 75 potentially gifted culturally different students in grades 3-4. Student selection procedures included the Basic Structure of Intellect (SOI) Learning Abilities Test and teacher interviews. The curriculum emphasized SOI materials and cultural arts. Detailed data…

The digest addresses ways in which gifted and talented students are identified. Commonly used identification systems include matrix systems, the Talent Search Identification Model, and the Revolving Door Identification Model. Major questions about identification practices include inappropriate use of certain instruments and the inadequacy of…

This study was designed to assess the effectiveness of the Teacher Checklist For Screening Kindergarten and First Grade Gifted Candidates in predicting gifted potential, i.e., a Wechsler Intelligence Scale for Children-Revised (WISC-R) IQ score of 130 or above. The instrument is currently used to pre-screen kindergarten and first grade children…

The practicum report describes an effort to provide enrichment materials for kindergarten students whom classroom teachers identified as potential entrants for the gifted program. Two miniworkshops were conducted to familiarize teachers with identification and enrichment activities. Targeted students received enrichment attention both within and…

The paper presents basic information about gifted underachievers (UAGs). Terms such as "potential" and "underachievement" are defined and identification processes considered (parents' and teachers' roles are defined, and typical characteristics of UAGs noted). Causes of underachievement in gifted students are considered, including motivational…

Interviews were conducted with 45 members of the Arizona Indian community and 34 non-Indian teachers employed at schools where the majority of students are American Indians to examine variables involved in identifying and providing programs for gifted Indian children. Ss were asked a series of questions regarding definitions and characteristics of…

A discrepancy model is proposed as one way to meet the program needs of gifted and talented students. The model incorporates processes which first identify strengths then those academic or other talents in which the student shows limited or no ability. The third aspect of the model calls for identification of those areas in which the individual…