With most gifted students being educated in a mainstream model of education, the prevailing myth that the regular classroom teacher can "go it alone" and the companion myth that the teacher can provide for the education of gifted students through differentiation are alive and well. In reality, the regular classroom teacher is too often concerned…

Reviewed are centering techniques to help gifted and talented students stimulate and further develop the ability to incubate, or to pay attention to the imagery continuously going on in the brain's right hemisphere. (CL)

Described are classroom activities for gifted children based on C. Taylor's Creative Totem Pole theory. (SBH)

Presented are two exercises, "That's Me Every Time!" and the "Yes Test," the teacher can use in gathering feedback on perceptions, values, and thoughts of gifted students, particularly adolescents. (SBH)

Teachers can use discussion to develop critical thinking skills in gifted children at all levels. (DB)

A series of social studies lesssons to develop leadership in gifted students uses the videotape series called "Portrait of America" and simulation techniques in activities which emphasize self-awareness, higher level thinking, visualization, group dynamics, and independent study. (CB)

Followup and tie in between regular classrooms and gifted programs are essential for quality programing. "Ownership" of the program by the entire school community, including counselors, librarians, and administrators, is also important. (CL)

Aspects covered include federal support for the gifted, identification, the arts, the developmental process, and minority and disadvantaged gifted. Trends examined include cooperation between special and regular classroom teachers, more comprehensive program planning, and greater advocacy efforts. (DLS)