ABSTRACT
The chapter considers the extent to which the classification is perceived as a barrier and how perception and recognition itself can be the biggest barrier to including this group of children in the classroom. A discussion around identification strategies in school will be explored along with key aspects of good practice. In order to support highly able children effectively in the classroom, to ensure they remain interested in their learning and well motivated, it is important to first define what is meant by this term. Identifying children who are highly able is as important as identifying any other type of special educational need, or disability. There is no checklist of characteristics or behaviours that practitioners can use to identify highly able children. The challenge with identifying highly able children is that their additional needs are not immediately obvious and may indeed take months or years to be realised.
