To no longer educate the gifted: Programming for gifted students beyond the era of inclusionism

For many educators, the goal of tprograms for the gifted is ''the education of identified gifted students.'' This article argues that this goal makes gifted and talented (GT) programs vulnerable to discontinuation and relegates gifted children to inclusionary, regular classrooms where their needs are rarely met. To avoid these possibilities, the goal of GT should be reformulated to ''the development of gifted young adults.'' This goal has several advantages, including the possibility of a more enriched curriculum and a more diverse group of children with higher creative productive potential. It also includes the overt recognition that these children require both differentiated instruction and specialized guidance to acquire a measure of expertise, establish a strong sense of self, and make personally satisfying career choices. The Growing Giftedness model presented would have GT students work more closely with adults and with one another than the inclusionary model or part-time gifted programs can allow. In addition this model adumbrates the elements of a full-time program.