Lists of appropriate publications and organizations are also provided. district-based, and community-based programs. For example, Fairfax County Public Schools maintains four levels of advanced academic education for students at varying levels, ranging from whole- class. The final chapter focuses on educating parents and the public with examples of an outdoor education program, a preschool program for exceptionally precocious children, and the use of mentors to guide the gifted. Program design is considered next with sections on options for program structure, requirements of a good program design, and steps in developing a program.
The fifth chapter examines different learning needs of gifted children, the use of the arts to identify high potential, leadership ability, and characteristics of successful teachers of the gifted. Stressed in the chapter on identifying the gifted and talented is the importance of early identification and the use of many identification methods. All studentseven gifted onesdevelop critical thinking skills and reduce prejudices by interacting with diverse peers of all abilities. Discussed in the third chapter are characteristics of the gifted and talented, creativity and other types of giftedness, and a program for gifted students with learning disabilties. The chapter on the status of gifted education today provides a brief review of recent developments in each state. Please Note: Students for whom a gifted Intensive Support Program (ISP) is recommended, through the TDSB Identification Placement Review Committee (IPRC). Considered in the first chapter are increasing interest in programs for the gifted and talented, expansion of the definition of "gifted," increased government commitment, and the evolution of programs in Cleveland and New York City. The book examines the current status of education for the gifted in the United States and looks at characteristics of good programs.
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