This study investigated the effect of the disability labels: learning disabilities (LD), physical disabilities (PHD) and emotional and behavioural disorder (EBD), on United Arab Emirates public school general education and special education teachers' willingness to refer and place students in gifted and talented programmes. A total of 269…

A study of use of the term "gifted" among parents of children enrolled in gifted programs found one-quarter do not use it. Families of parents using the term are more achievement-oriented but provide less freedom for expression of individual feelings and are less well-adjusted. (MSE)

Implications of the term "gifted," including that of unjustified and unearned privilege, are considered in the context of findings on intelligence development, self-efficacy, education, prevalence, and the importance of labels. Five policy options are considered including abandoning the term and using performance rather than aptitude to organize…

This meta-analysis with literature review considers whether the self-concepts of gifted and nongifted children differ and explores the effects on self-concept of labeling a child as gifted and placing the child in special programs. Studies indicate a generally higher academic self-concept among gifted students. (SLD)

The over-representation of minority group children, particularly Mexican Americans, in special education has been well documented. The use of standardized, norm-referenced, psychological assessment measures has created obstacles to the advancement of minority group individuals in American society. This is especially true since results from such…