Abstract
Giftedness is a concept fraught with controversy and suspicion, and for some good reasons. A model of conceptualizing school-related high level development is proposed here that obviates some of its more problematic aspects, while retaining a commitment to meeting the special educational needs of gifted students. Implications for identificaton, placement, and programming are discussed that are consistent with this model. The emphasis is on assisting classroom teachers in addressing the mismatch between individual students' subject-specific advancement and the education that is typically provided in regular classroom curriculum delivery practices.
