Identification of Students for Gifted and Talented Programs

How to identify students for participation in programs for the gifted and talented continues to be one of the most widely discussed and debated topics in the field. The fourteen seminal articles from Gifted Child Quarterly in this volume represent a cross-section of research and commentary about key ideas and concepts that attempt to lend both wisdom and clarity to important concerns about identification, and of course, these ideas also relate to the conceptions of giftedness discussed in volume one of the series. Both theoretical and practical relationships exist between the definitions and conceptions of giftedness and talent and issues related to identification. This relationship represents a good point of departure for two of the main issues that should guide all identification processes and which are discussed in varying contexts by the authors of articles about identification.