EXAMINING PREVALENCE AT THE ENDS OF THE SPECTRUM - GIFTEDNESS AND DISABILITY

Variability of prevalence data for the category of gifted and talented was examined with respect to two alternative explanations: definition al differences and differences in the application of definitions. Stat e-adopted definitions of giftedness were analyzed, as were guidelines for student identification procedures. Statistical analyses (coefficie nt of variability, t test for dependent samples) used in previous comp arisons of prevalence data for learning disabilities, behavior disorde rs, and educable mental retardation also were applied to the gifted an d talented. This category was found to be no' less, if not more, varia ble than the disability conditions. Implications for identifying stude nts as gifted and talented are discussed.