The concept of intellectual giftedness has had a long history in the literature of psychology and education. However, though the existence of the phenomenon underlying this concept has never actually been disputed, there are multiple ongoing debates regarding its definition, methods for its identification, and subsequent programming. This essay is…

The article argues that, when judged on the basis of the strength of its research base, J. Renzulli's three-ring conception of giftedness is of questionable validity. Research on all three bases of the definition (above average general ability, task commitment, creativity) is reviewed. (Author/DB)

A model is presented that views gifted individuals as being process oriented, creative individuals as product oriented, and talented individuals as performance oriented. Approaches to acting that differ based on elements of giftedness, creativity, talent, and combinations thereof are explored. (JDD)

This article offers characteristics and definitions of gifted, learning disabled, and gifted learning disabled. Principles of identification and programing are summarized. The five dimensions of the Autonomous Learner Model (including orientation, individual development, enrichment, seminar, and in-depth study) are applied to program development…

This paper updates the discussion of Francoys Gagne's Differentiated Model of Giftedness and Talent (DMGT), which proposes a clear distinction between these two most basic concepts in the field of gifted education. Under the DMGT model, giftedness is defined as the possession and use of untrained and spontaneously expressed superior natural…

Research and literature are reviewed to support the thesis that new identification procedures, appropriate criteria for evaluating identification procedures, new curricular and instructional programs, and changes in beliefs and stereotypes are needed to resolve the problem of underrepresentation of minority students in gifted programs. A…