ABSTRACT
This conclusion presents some closing thoughts on the concepts covered in the preceding chapters of this book. The book explores that the programs designed to serve advanced or gifted students need not be limited to those that are academic in nature. It focuses on those skills and domains because they are the most universal across schools. The book shows where the field of gifted education is and how we believe it should change in order to best bring about the education of advanced learners. Without a consistent application of differentiation in every classroom, more and more students will require supplementary programs on both ends of the achievement spectrum. The book also explores that the perspective on identification as the assessment of student need, with an eye toward providing advanced academic programming, will provide a useful paradigm for teachers and administrators who want to build defensible advanced academic programs and increase the educational achievement of all students.
