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Abstract

This article reviews the development of the philosophy and practice of gifted education. The writer argues for the need of a comprehensive and coherent planning policy which takes into account the total experience of the gifted student. It suggests that the gifted learner needs the basic skills, an understanding of processes and subject matter which constitute a good general curriculum; specialized skills and knowledge that develop particular talents; personal understanding of relationships and values and extra-curricular experiences including personnel and material not available in the normal school. The article also stresses the vital need for differentiation in the curriculum which allows for individual differences in pace, depth and breadth.

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Reflections on Three Decades of Education of the Gifted

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