This book sets out the educational challenges, benefits and possibilities of embracing a truly inclusive approach to gifted and talented education and provides a framework for a school to create its own inclusive policy in this area of need.

Calling on international research, current educational initiatives, and work within the Barrow Education Action Zone (EAZ) and elsewhere, the authors set out to demonstrate that the inclusion and standards agendas can - and should - take with them the growing interest in the educational needs of gifted and talented pupils. The result is a short but comprehensive and fundamentally practical book, which will be of value to any school or LEA wishing to create and implement a dynamic, reflective and inclusive policy for gifted and talented pupils.

Contents:

Acknowledgements
Foreword
NACE Mission Statement
1. Overview
2. Who is gifted? Issues around models and definitions of giftedness?
3. Who says she’s gifted? Issues around identification strategies
4. On becoming wise: The “trans-intellective” domain
5. Teaching for giftedness and talent: Examples of inclusive provision
6. Getting it together: Policy formulation and delivery
7. Support and further reading
References
Index