Gifted programs should not be developed only to compensate for inadequate regular classrooms. Instead, the principles of gifted education should be applied to the total environment, with enrichment activities for gifted students requiring intensity of effort in specialized areas. (CL)

The presentation reviews research on the status of special educational programs for gifted and talented students in Taiwan. The effects of special class settings on gifted students' anxiety levels as well as on their self concept are considered. The author suggests that the studies cited do not demonstrate negative effects of special classes:…

A survey conducted with 385 families of gifted children concerning their perceptions of their children's experiences in school indicated that most parents do not perceive their school's present curricula as meeting their child's intellectual needs. Further, there is substantial belief among these parents that special full-time classes for high…

Examples of pull-out programs for gifted children (in which students are removed to a special setting for a portion of the school week) are reviewed and reactions of teachers and administrators are cited regarding the model's strengths and weaknesses. Views on the model of six authorities are presented. (CL)

College for Kids is a Pennsylvania program which consists of a consortium of six colleges which offer special six-week classes for gifted children from 5 to 15 years of age. (DB)

Followup and tie in between regular classrooms and gifted programs are essential for quality programing. "Ownership" of the program by the entire school community, including counselors, librarians, and administrators, is also important. (CL)

The author cites advantages of separate classes for gifted students, suggesting that they should be protected from teachers who do not understand them and school environments with which they are bored. (CL)

The article describes the Pyramid Project which serves gifted students through emphasis on flexible pacing in a variety of settings from enrichment in the regular classes to special schools. Implementation of project principles in each of the four Texas districts (Cedar Hill, Birdville, Arlington, and Fort Worth) is detailed. (DB)

Described are the development, administrative problems, and improvements in a special half day program for gifted students from 19 schools in Chicago. Noted is the use of consultants as teaching staff, problems such as lack of funds for transporting pupils and funding cutbacks, and changes in student selection procedures. (DB)

Direct services (pull-out programs, special classes, and summer seminars) and indirect services (consultant activities) are examined in a discussion of educating gifted students in rural areas. Three instructional delivery models (enrichment triad, creative, and arts models) used in rural areas are briefly described. (CL)

Excellence in education of gifted children is the focus of this journal theme issue. Two articles are featured: (1) "Making Connections for the At-Risk Gifted Child" by Mary Kay Finholt and Kathy Peckron, describing an exemplary support system developed for at-risk gifted students in the Rockwood School District in Missouri, which…

A local program survey of 95 directors of gifted education examined elements of programing related to the modification of the learning environment, including instructional time, teacher-pupil ratio, additional personnel requirements, and estimates of the excess program costs. Three common models were considered: the special class, teacher…

Programs offered by Israel's Department for Gifted Children and Science Oriented Youth are described, focusing on the Ofek School's pull-out programs for students from both religious and secular schools, the science activities of the Weizmann Institute, other science-oriented programs, and study tours for foreign students. (JDD)

Gifted education in Israel was established 18 years ago and now serves 20,000 pupils. Services include special classes in regular schools, pull-out programs, afternoon enrichment courses and special science courses offered by colleges, universities, and municipalities for Jewish, Arab, and Druze students. (Author/DB)

This report discusses the outcomes of a study that compared 39 separate class programs for the gifted with 18 pull-out programs in the Metropolitan New York region. Interviews were conducted with teachers and students participating in the two types of talented and gifted programs during site visits to 57 schools. The results of the study indicated…