ABSTRACT
When identifying and working with gifted and talented pupils, care needs to be taken to ensure that all pupils who are able in design and technology are identified and that appropriate provision is made for them, regardless of their gender, ethnicity or socioeconomic class. Cultural differences, language problems and peer expectations may influence performance and make recognition of pupils who are able in design and technology, difficult. Some pupils, who are both gifted and learning disabled, exhibit remarkable talents or strengths in some areas and disabling weaknesses in others. The creative abilities, intellectual strength and passion they bring to their hobbies are clear indicators of their potential for giftedness. Research has shown that teachers often rate this group of pupils as most disruptive at school. They are frequently found to be off-task; they may act out, daydream, or complain of headaches and stomachaches; and they are easily frustrated and use their creative abilities to avoid tasks.
