Affiliation:
1. University of Louisiana at Monroe, USA
Abstract
This chapter seeks to provide readers with insight regarding what it means to be academically gifted. The chapter explores the following questions: (1) What legislation has impacted gifted education within the United States of America (USA)? (2) What are the characteristics of gifted learners? (3) What social and emotional issues impact gifted education students? (4) What curriculum models are available to support the development of gifts and talents for highly able learners within both regular education and gifted education programs?