Critical changes in gifted education over the past century have included establishment of a credible research data base, an expanded definition of giftedness, and expansion of gifted programming to serve a greater number and diversity of students. The traditional special education approach to gifted education is a static, one-way process and has demonstrated specific problems for gifted education in the areas of identification, programming, and categorical confusion. Gifted education in Canada is being heavily impacted by such broad-based movements as the regular education initiative, inclusive education, and school restructuring. Ideally, in the inclusive school, instructional provisions are individualized and student-centered. Student diversity is celebrated, and teachers and related professionals develop cooperative and collaborative relationships. (Contains 13 references.) (DB)