The Gifted and Talented

Abstract

THIS REPORT covers a period of approximately six years since Newland's review on this topic (178) appeared. In the interim, Tyler (229) and Passow, Beasley, and Brooks (187) have discussed various areas related to the gifted; direct references to such contributions are not made here except in those instances where the information they contain is pertinent. A number of diversified trends representing important advances in the psycho-socio-educational aspects of providing for the gifted have emerged. These innovations are not all at the same level of activity, but all clearly point to new directions. A few of these trends are: 1. Greater concern with curriculum content based upon the conceptual level of the gifted 2. Expansion of the previously narrow interpretation of giftedness through efforts to measure special abilities and creativity 3. Increased acceptability of some forms of acceleration as administrative procedures 4. Development and expansion of college and university programs at both undergraduate and graduate levels for teachers specifically trained to work with the gifted, and special programs for the retraining of teachers in science and mathematics 5. Sponsorship of comprehensive experimentation by the U. S. Office of Education and such organizations as Ford and Carnegie Foundations as well as intensification of research activities among local schools and doctoral students

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