ABSTRACT
Perhaps the greatest gift we can give to a gifted child is a teacher who recognizes the gift, who is not threatened by it but rather rejoices in it and who works with joy to foster it. Few of the children in this study have encountered such a teacher. Mr Goodfellow’s thoughtful mentorship of Sally, Denice Scala’s early awareness of Jessica’s learning and social needs and the structured support provided by the principals of Hadley’s and Chris’s schools, have been the exception rather than the rule.
