Abstract
This column is devoted to the argument that book banning policies may have an adverse effect on gifted students and their programming as well as on all students. Decisions about books for gifted learners should be based on the goals of gifted programs and tools for addressing those goals. We argue for free and open access to reading high quality literature for the gifted at all stages of development, given their advanced reading skills, interest, and incipient capacity to think.
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