Although gifted children exist with or without identification, services in gifted education frequently depend on a formal identification procedure. If students are not identified, then they often do not receive an education that will develop their abilities and interests. Moreover, some students are not easily identified—those who are shy, are linguistically or culturally different, have disabilities, are in classrooms that do not encourage their gifts, or choose to be “ungifted.” Identification is therefore an important process to ensure an appropriate education for each child with gifts or talents. This entry discusses several aspects of identification of the gifted.


With the beginning of the testing movement, scientists embarked on an investigation of individual differences. Alfred Binet's work with Theodore Simon in 1905 resulted in the first intelligence ...

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