Abstract
This article describes the results of a review of recommended practices in gifted education. Program and curricular practices are categorized into those that are clearly and uniquely appropriate for gifted students, practices requiring some additional support in order to be considered uniquely appropriate, defensible practices that are shared with general education, and some general educational practices for which there does not appear to be evidence to make a case for their uniqueness for the gifted. Implications for improving and clarifying the interface between gifted and general education are provided.
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