Educators in the field of gifted education should be involved in the educational dialogue known as the School Reform Movement both because of the need of gifted learners for positive changes in education and because of the potential of the field to contribute to improved education for a wide range of students.
Gifted youngsters, like others, suffer from inadequately trained teachers, test-driven instruction, low-level texts, and curricula which engage neither thought nor interest. They are further at risk in settings which mandate student homogeneity and in which teachers are prone to "teach to the middle."
Further, the field of gifted education, by virtue of its principles and practices, has the opportunity to provide educational leadership in expanding views of intelligence, attention to underserved populations, a broadened view of democracy in education, differentiation and individu alization of instruction, and varied instructional models and strategies.
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