Renzulii's enrichment scheme for the gifted has been celebrated, spread, and adopted throughout the United States without questioning the conceptual and theoretical foundations of his entire ‘educational programming system.’ It is, therefore, the intent of the author (1) to critically examine Reis' and Renzulli's conceptually weak case for a broadened conception of giftedness; (b) to point out the severe theoretical short-comings of his enrichment triad; and (c) to make educators aware of the highly accommodating and misleading nature of Renzulli's ‘Revolving Door Identification Model (RDIM).’
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