ABSTRACT
Program decisions that involve placing students in particular class settings include: clustering several gifted children together in one classroom; assembling groups of children to participate in pull-out programs of a general nature or more specific subject area instruction during certain times of a day or week—by grade level or in cross-grade groupings; assigning students to full-time gifted programs within a regular school; or drawing students from a larger area to attend magnet schools that usually have a focus such as math, technology, or the arts. Models used extensively in gifted programming are based on changing the curriculum to reflect accelerated, complex, and in-depth content; the teaching and integration of creative and cognitive processes; and the synthesis and communication of learning through significant products. Students who have a particular interest and talent may not be able to develop their abilities within the time or expertise limits of the regular classroom.
