This revision of "Identifying Gifted Students: A Practical Guide" is aligned with both the updated National Association for Gifted Children (NAGC) Pre-K-Grade 12 Gifted Programming Standards and the NAGC and The Association for the Gifted, Council for Exceptional Children (CEC-TAG) professional development standards. This book is…

This resource conveys policies, procedures, and guidelines that support the delivery of special education services in British Columbia's (Canada) public schools. It was originally published in 1995 (ED414703), following an extensive provincial Special Education Review (1993-94). The purpose of this manual is to provide a single point of reference…

Bullying is one type of violence that threatens a youth's well-being in schools and neighborhoods. The impacts of bullying are felt by individuals, families, schools, and society and may result in youths feeling powerless, intimidated, and humiliated by the aggressive acts of other youth(s). This document is designed as a tool to help…

The article discusses the identification of gifted and talented students and describes a group of slides that were developed to illustrate various learning and behavioral characteristics of such students. Examples of eight of the slides are presented, along with the traits they exemplify. (DLS)

The digest addresses issues related to preschool gifted and talented children. Such a child is defined as one who functions significantly above average age level in language development, thinking skills, creative thinking skills, physical adaptability, social skills, and/or leadership. Early identification is viewed as important, and the use of…

Identification and programing are central topics in the discussion of gifted learning disabled (LD) students. Characteristics of gifted LD students are described, including talent in the creative arts. Reasons for overlooking this population are noted, including their ability to compensate for their problems. The degree of giftedness and of…

This brochure, in English, Spanish, and Haitian Creole, is intended to help parents identify children who are gifted and may need an education that goes beyond what is provided in their classrooms. It focuses on eight characteristics typical of such children with examples of behaviors showing the characteristic. The characteristics are: (1)…

The paper compares characteristics of underachievers with characteristics of learning-disabled gifted children; describes results of clinical assessments of learning-disabled gifted children; offers guidelines for identifying such students; and discusses teaching strategies that can be used at school and home. (JDD)

The digest examines aspects of serving gifted and talented handicapped students in the schools. This population includes persons of outstanding ability or potential who are capable of high performance despite handicaps such as visual, hearing or orthopedic impairments; emotional disturbances; or learning disabilities. Examples of prominent gifted…

Guidelines are offered for the differential identification of children who have attention deficit hyperactivity disorder (ADHD), giftedness, or both. Careful evaluation of the situation and setting in which behavior or attentional problems occur is recommended, as is individual evaluation for children who may be gifted and ADHD. (DB)

This article presents examples of gifted children who have attention deficit hyperactivity disorder (ADHD) and discusses the difficulties in identifying these students. Characteristics of gifted students who have ADHD are listed, the link between creativity and ADHD is examined, and strategies for parents and educators are provided. (Contains…

This brief paper offers guidelines on recognizing giftedness in young children based on a study of the developmental characteristics of 77 gifted and average children as reported in parent questionnaires. The questionnaire asked parents to describe their children's development during the first 36 months. Major findings indicated that: parents of…

This paper reviews the characteristics and needs of students with high functioning autism. First, it lists 18 common characteristics of autism, then it stresses that autism is defined by the general pattern of characteristics. Next, it discusses how people with high functioning autism differ from those with autism. These differences include higher…

This digest is derived from Susan Baum's "Being Gifted and Learning Disabled...From Definition to Practical Intervention." The learning disabled gifted are grouped into three categories: identified gifted students who have subtle learning disabilities, unidentified students whose gifts and disabilities may be masked by average…

Issues regarding the identification of students who are both gifted and learning disabled are considered, along with some teaching suggestions. The identification process often begins with the regular classroom teacher. Included is an observational checklist for teachers to use in referring a child for further evaluation. (SW)