ABSTRACT
This chapter shows the uniqueness of the US approach to giftedness by presenting an overview of the development of gifted education, including the various modern conceptions of giftedness that have been put forward. The early theorizing and construction of intelligence tests by Europeans such as Galton, Binet, Spearman, and Thurstone have had an important influence on the United States, once their ideas about intelligence and how to measure it were adopted. The misuse of intelligence tests does not negate the possible use of the tests or the important influences they had in the founding of gifted education in the United States. Just like the Marland report, this one presented a multidimensional conception of giftedness and reiterated the shortcomings of gifted education in America. The history of gifted education as well as modern conceptions of giftedness all have important implications for how business is currently conducted in the schools in the United States.
