Presented is a review of literature and research on identification, personality and educational needs, and effective programing for gifted children. Among the topics discussed are the difficulties of defining giftedness operationally, pros and cons with regard to using intelligence tests and informal teacher assessment to identify the gifted, factors that may encourage or inhibit the development of gifted students' potential (such as individualized instruction and negative societal attitudes), and the administrative framework of a special education program for the gifted. Focused on in a section on types of programs for gifted children are acceleration (including early admission, ungraded instruction, and gaining university credits in secondary school); homogeneous and heterogeneous grouping; and forms of enrichment (such as formal programs, independent study, and use of community resources). Suggestions are offered for planning a systemwide educational program to stimulate outstanding achievement. Also provided is a bibliography listing approximately 50 references on the gifted. (LH)