Practical matters

Criticism in gifted education focuses on two concepts that are central to t he field: identification and programming. Who are the gifted! What are the most effective ways to meet their needs! In our deliberations about redefin ing the foundations of the field, we need to consider the ideas of all of t he stakeholder groups. One perspective that has been absent in our discussi ons is that of the reacher who works with gifted students in grades K-12. T his commentary is presented as an examination of critical concerns in our f ield as they impact the practical matters of the classroom for the gifted.