ABSTRACT
This part introduction presents an overview of the key concepts discussed in the subsequent chapters. The part offers psychometrically sound and implementably concrete suggestions reflective of the synthesis of the available constructs defining gifted education. It explains the concept of least restrictive environment and explores the ways in which it fits and does not fit gifted education. The part describes the legal concepts, issues, and findings related to gifted education and offer suggestions for navigating the existing system. It also provides an overview of the psychological and social aspects of educating gifted students, with a helpful list of recommendations for teachers, counselors, and parents. The part provides practical suggestions for helping gifted minority students reach their potential. It also provides guidance on the role of universities and colleges in educating gifted undergraduates. Gifted education has received cyclical financial and community support over the years, as the perceived societal need for the potential talents of gifted individuals has waxed and waned.
