This article examines the use of the multiple talent approach to providing enrichment for all students in regular class programs and for gifted students in special programs. Research on the use of the model in regular programs which include gifted students is reported, and implications for more effective identification and enrichment of gifted children are discussed. The application of the multiple talent model in special programs for the gifted is discussed in the context of a comprehensive program model as defined by Renzulli's (1977) triad model.
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