ABSTRACT
Aristotle believed that creativity came from an outside source, from a daemon or a special power conferred by the gods. This chapter proposes that teachers require tools to see the creative sparks as they fly from students' swirling minds, to catch those sparks, to amalgamate them, and to return them to students in a package that they can use to their benefit. Gifted students with ADHD face unique academic challenges. Students who are ADHG must be seen as gifted first; therefore, teachers must incorporate a variety of strategies that address and enhance students' strengths. In recent years, the data-driven movement in education has tied teacher assessment and compensation to student achievement. Educators must incorporate professional learning in order to study, select, plan, implement, analyze, and adjust their classroom environments to meet the needs of students who are ADHG.
