This paper is a description of part of a larger project (note 1). The total study examined perceptions of gifted children by their classroom peers and teachers as well as their interactions in the normal classroom. Thirty-nine children labelled as gifted by thirteen first and middle schools in one LEA (Local Education Authority) were involved. The children were in twenty-four different classroo.ms, and were observed for approximately one week each. The present paper focuses on the interactions that occurred between the teachers and the gifted children as compared with the other children in the classroom (note 2).
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