Some identification and programing approaches for gifted students are said to shortchange all students and perpetuate a myth of exclusivity. The real issue, the author contends, is not whether the label "gifted" is affixed, but whether all children's needs are met through the regular curriculum or through adaptations. (CL)

Planning is of prime importance in providing programs for gifted and talented students. Districts should emphasize an awareness campaign on the premises and needs of gifted education. An individual should then be appointed and trained as the district specialist in gifted and talented education. (CL)

The author points out the limited usefulness of standardized tests in identifying gifted students. Research is cited to dispute common assumptions underlying many tests, including that speed is important, that intelligence is last year's achievement, and that testing must be conducted in an anxiety producing situation. (CL)

When 163 children identified as gifted by teachers were assessed on the Wechsler Intelligence Test for Children, it was found that teachers underrate and overrate the performance of children generally on the basis of academic attainment. More children were found as gifted in primary than secondary school. (CL)

The article relates the concept of giftedness and ways of identifying giftedness to Jean Piaget's theories of intelligence. Four implications are indicated, including that distinctions between gifted and nongifted children can be made at the end of the concrete operational level (about 8-10 years old). (CL)

Music instruction for gifted and talented students is described in terms of the three levels of activities in J. Renzulli's Enrichment Triad Model: general exploratory experiences, group training activities, and individual and small group investigations of real problems. (CL)

The author reviews the theories of S. Orton relating neurological factors to dyslexia. He further considers possible advantages of a predisposition to dyslexia, including the possession of talents. He answers four common critiques of Orton's biological approach to dyslexia, and suggests instead, the advantages of such an approach. (CL)

The article discusses teaching gifted and talented students and presents several guidelines for constructing facilitative learning environments for such students. (DLS)

Eleven specific suggestions for American advocates of the gifted and talented to follow, based on the Japanese way of handling such matters, are offered, including the provision of creative materials for young children and their parents and training in group and team creativity. (Author/DLS)

Film techniques are suggested for use with gifted students. Pre- and post-showing discussions are described, as well as projects involving students as film critics and directors. (CL)

Reviews the current state-of-the-art of research on the gifted. (MLF)

This section of the journal describes approximately 40 local projects and programs for gifted and talented students, arranged alphabetically by states. Information presented includes program name, address, telephone number, grade levels, identification tools used, evaluation measures used, visitation information, and a description of the program…

Research has led to greater understanding of the career choices and needs of gifted and talented individuals and identification of appropriate career assessment instruments and interventions. Gifted girls/women and members of minority groups have special career development needs to be considered. (SK)

Provides brief synopses of the eight components of the program standards from the California gifted and talented education legislation (AB 2313, effective January 1, 2001): Design, identification, curriculum and instruction, social and emotional development, professional development, parent and community involvement, assessment, and budgets.…

In reviewing the Lumsden and Findlay model of creative ontogeny and its potential influences on geneculture coevolution, the authors found it consistent with certain aspects of the creative process and suggestive of promising new research avenues. They also concluded that biologically based models, especially concerning cultural innovation, must…