Handbook for Differential Education of the Gifted

The authors base their taxonomy on four commonly accepted theoretical assumptions about curricular theory: the nature of the gifted learner; the role of the educator; the demands of knowledge; and the needs of society. Each of the concepts is presented with a descriptive treatment, a prescriptive treatment, and a thorough discussion that includes recommended practices. The taxonomy is a significant first step that brings order, clarity, signifi­cance and conceptual meaning to the ex­isting atheoretical field of “gifted,” “talented,” or “creative” education.

The Handbook concludes with an ex­tensive bibliography for DEG and four useful appendices on characterology and personalysis; program evaluation; unit construction; and mental testing in DEG.