EXCEPTIONALLY HIGH INTELLIGENCE AND SCHOOLING

Exceptionally intelligent children differ qualitatively from their pee rs and often are socially isolated and underchallenged in the classroo m. Research on educational options for these children shows existing p rograms to be effective. Little money is spent in the United States on education for gifted children, and distribution of special programs v aries widely, with nonurban areas and disadvantaged children being the least likely to receive special services and with the most common opt ion being the weakest one-the pullout program. There is a growing move ment to disband existing programs. Instead of calling for more of the existing programs, it is argued that first standards should be elevate d for all children. Those children who still remain underchallenged sh ould then receive advanced classes in their domain of ability. Thus, f ewer children would be identified as being in need of special services , and those identified would be the more profoundly gifted children wh o would receive the strongest kind of intervention.