ABSTRACT
This chapter focuses on aspects of inclusion for gifted and talented pupils in inner-city areas. With supporting evidence obtained from a four-year study, from 1999 to 2003, sponsored by local education authorities and schools, we argue that there is submerged talent in our inner-city schools, and special strategies for identification and specifically designed intervention programmes may be necessary for unlocking the potential of students in these areas. As we suggested in an earlier publication (Casey and Koshy 2002), we believe that potential talents of children from relatively deprived urban areas may be submerged but not eradicated by their circumstances. In order to realise their potential and include them in gifted and talented programmes, two particular aspects need to be addressed: the way we identify gifted and talented pupils and the nature of provision offered to them.
