Serving the preschool gifted child: Programming and resources

Highlighting the unique educational needs of gifted and high ability preschoolers, this article guides the reader to consider the characteristics of young gifted children along with appropriate assessment practices in planning educational programming. A triarchic approach to programs and services for gifted preschoolers is outlined with major emphases on an integrated curriculum, ongoing evaluation, and parental involvement. Specific strategies including internet resources are described to guide practitioners in providing optimal learning environments for this distinctive student population.     

Children's literature for the gifted elementary school child

Long range planning for the gifted should not be limited to our present education systems. Today's educational structures do not provide the best opportunities for these youngsters.     

A futuristic curriculum model for the gifted child

Planning a curriculum model for the educational needs of the gifted for the 80's and beyond requires a futuristic perspective that will provide alternative programs, materials, and objectives.     

The gifted migrant child: An introduction

This article discusses the need for educators of the gifted to work with educators of the migrant child in order to identify those students who are both migrant and gifted. The Federal definition of migrant, migrant streams, and typical factors that handicap the migrant student are explained. The Migrant Student Record Transfer System is described as a vehicle for nominating and identifying potentially gifted students.     

The gifted child: a conceptual enquiry

The concept of giftedness is frequently challenged on the grounds that 1) it is a ragged or slippery concept, 2) it is inegalitarian, 3) it is culturally arbitrary, and 4) it fails to distinguish children with natural ability from children who are parentally pressured. I argue that all these charges are unfounded. We can distinguish between naturally gifted and pressured children, but not of course unless we embrace the distinction conceptually. Contrary to the egalitarian argument, moreover, it is claimed that the concept of natural ability (not to be confused with the concept of innate intelligence) is required for a just approach to education. Without this concept, two kinds of children are likely to escape our notice: the bright, disadvantaged under‐achiever and the successful but pressured ‘trophy child’. Both, it is argued, require identification and support. Slippery slope objections are addressed, as is the charge of cultural arbitrariness. I conclude that giftedness is conceptually challenging because decisions about who is and is not gifted bring us to the threshold of our disagreements about values. The ball is then thrown back into the detractors’ court.     

A plan for child find in gifted education

Educators of children with special needs are required by law to employ “child find” to identify children with disabilities in their communities. Similar efforts to locate gifted children are required in a few states, but the practice is not mandated at the federal level. A rationale for child find is provided, as well as the guidelines of child find regarding locating gifted children among the states requiring this practice. Examples of current child find resources are provided, as well as implications for future research. Agencies that may participate in locating potentially gifted children are provided, along with suggested strategies for initiating a child find plan.     

The role of the health care provider with the gifted child

The health care provider functioning in an organized pre‐school setting can play a vital role in the early identification of the gifted child. Early recognition and intervention with the child and family is important in meeting the special needs as well as challenges the gifted child presents. The health professional can make a unique contribution in this area as well as being alert for the potential health problems the child may have.     

Creativity,magic and morality: The dilemma of the young gifted child

Gaming is one method for teaching formal thinking processes that is particularly well suited to the gifted student.     

The role of play in a differentiated curriculum for the young gifted child

Play should be an integral part of a curriculum designed for young gifted children.     

Museums and the gifted

The integrative curriculum combines subject‐matter studies, mini‐courses, and long term projects which allows for individual differences and provides a qualitatively different instruction program for the gifted.     

The gifted child with attention deficit disorder: An identification and intervention challenge

Studies of children with attention deficit hyperactivity disorder (ADHD) often emphasize the problems, diagnosis and treatment, but rarely consider the characteristics which are remarkably similar to those of creativity. This study reviews the literature on ADHD traits, their similarity to gifted and creative behaviors, and the implications for educational interventions. A case study of a boy identified with ADHD provides the focus for our discussions. The conclusions point to the need for more varied instructional interventions, emotional and social support, and collaboration between educators and parents.     

The humanities and the gifted

The humanities can provide the means for integrating specialized information while encouraging consideration of alternative solutions to mankind's problems in a curriculum for the gifted.