ABSTRACT
The situation for exceptionally and profoundly gifted children is much as it was in the 1930s. School offers them very little. In elementary school they learn little that they have not already taught themselves several years earlier. The majority are likely to be found in the regular classroom with perhaps the token offering of a pull-out programme for two hours each week, or a single grade-skip. As Hollingworth observed (1942), in the regular elementary school classroom moderately gifted children waste half their time; extraordinarily gifted children waste practically all their time.
