Characteristics of gifted programs that stick out like a "sore thumb" include vulnerability to charges of elitism, the notion that gifted students are better students, a lack of teacher support, and a high degree of rigidity. (CL)

The author refutes the myth that gifted students comprise a single, homogeneous group. She cites the wide variety of characteristics and notes the influence of environment upon the individual, all of which supports the need for multicomponent programs. (CL)

Some identification and programing approaches for gifted students are said to shortchange all students and perpetuate a myth of exclusivity. The real issue, the author contends, is not whether the label "gifted" is affixed, but whether all children's needs are met through the regular curriculum or through adaptations. (CL)

Gifted programs should not be developed only to compensate for inadequate regular classrooms. Instead, the principles of gifted education should be applied to the total environment, with enrichment activities for gifted students requiring intensity of effort in specialized areas. (CL)

Planning is of prime importance in providing programs for gifted and talented students. Districts should emphasize an awareness campaign on the premises and needs of gifted education. An individual should then be appointed and trained as the district specialist in gifted and talented education. (CL)

Five articles address philosophy instruction for gifted students. (SB)

The author suggests that, although measuring creativity is a challenge, it is not impossible. Measures of the creative process are available, such as the Torrance Tests of Creative Thinking. (CL)

Meeting the needs of gifted students requires a diversity of educational offerings, with three basic modifications of the regular curriculum (more information, higher level material, and faster pace). (CL)

The author introduces a series of articles on the use of microcomputers in education, particularly with the disabled. (For related articles, see EC 142 960-962.) (Author)

The author suggests that it is a myth of gifted education that a school must identify a certain percentage of students as gifted, which forces an adjustment in criteria and definition until just the right number of students have been identified. (CL)

The development of computer technology is considered, the concept of computer literacy is defined, and the role of teachers in educational microcomputer programs is discussed. The field of commercially produced software for microcomputers is reviewed. (For related articles, see EC 142 959-962.) (Author)

The author asserts that there can be no single curriculum for all gifted students because any curriculum must be modified for particular needs. The proliferation of commercial curricula and identification processes which do not stress differences among gifted students are two reasons for the myth of a single curriculum. (CL)

The author critiques the program design and educational aspects of the Shell Games, a program developed by Apple Computer, Inc., which can be used by the teacher to design objective tests for adaptation to specific assessment needs. (For related articles, see EC 142 959-962.) (Author)

Four articles address school programs for gifted students. Topics covered include a curriculum based on the Structure of Intellect model, a realistic program for gifted students; an Illinois program entitled "Project Impact"; and Saturday seminars for students in the Catskill area. (SB)

The eight chapters of this theme issue examine how educational problems of minorities are often generated by the policy decisions that countries make. They analyze several educational systems to investigate the differences between official definitions of minority populations and how these populations define themselves, and they explore the need…