In contrast to the programs of the 1980s where gifted learners were pulled out of their classrooms to receive more advanced instruction, the focus shifted during the 1990s when fewer full-time and pull-out programs were implemented in favor of adjustments made in the regular classroom. The philosophy behind these types of programming options was that students could gain the benefit of a more challenging education without being pulled out. The strategies for teaching high-ability learners in the regular classroom drew on ideas and models that had existed in the field of gifted education for decades, and the move to present these ideas in a more accessible, user-friendly way better equipped some classroom teachers to meet the needs of their own gifted students. A volume of ...

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