A school psychologist and parent looks at issues related to testing for "giftedness," including labeling and placement (or non-placement) in special programs. Factors to consider in deciding whether to have a child tested are considered, with examples given of students whose individual situations and personalities either do not qualify them for the "gifted" label but who go on to high achievement or who do not achieve in the gifted program despite the "gifted" label. Important points about interpreting intelligence quotient scores are noted, as are considerations in telling the child the results of the testing. Includes 6 references. (DB)