Abstract
Much research has been done on the identification and provision for gifted pupils in schools.
Although schools are more aware of and sympathetic to the needs of gifted pupils than they were and although a great variety of challenging classroom materials have been developed, certain issues remain unresolved.
The definition and terms used are still confusing and misunderstood; several have acquired pejorative overtones. Certain myths persist in the face of contrary evidence; views are too often polarized.
Ethical issues perplex sensitive bright children at an early age and there are also ethical problems associated with identification, special provision and segregation that require resolution.
The time has come for a sterner look at these issues and a careful stocktaking and review of all the work and progress to date.
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