Definitions and identification practices are examined in light of special problems facing gifted disabled and gifted disadvantaged students. Research is reviewed on a variety of gifted subgroups, including physical disabilities, diverse cultures and ethnic groups, underachievement, and learning disabilities. Differences in definitions of gifted and talented are pointed out. Problems with current identification approaches are noted, including their neglect of students from various gifted subgroups. The critical connections among definitions, identification, and programs are analyzed, and legal implications are cited. Alternative approaches, including interest-based identification and the use of enrichment activities as part of a screening process are described. It is concluded that the most promising solution for the gifted disadvantaged/disabled is increased emphasis on developing the potential of all students. (CL)