One purpose of this paper was to investigate differences between gifted students' attitudes toward school according to assignment to self-contained or resource gifted classes. The other purpose was to investigate differences in knowledge of gifted and positive attitudes of the students' parents and school staff. The students' attitudes were measured using Hogan's Survey of School attitudes with local items added. No significant differences were found in attitudes toward reading/language arts, science, mathematics or social studies. There were minor differences in the students' attitudes toward their gifted program and being gifted. The parents' and staffs' attitudes were measured using a researcher made scale, the Gifted Attitude Survey. There were no statistically significant differences between the groups. The results of these surveys were affected by the composition of each class as well as by the use of a differentiated curriculum in the resource format class.

The diploma thesis Options of Selection and Development of Gifted Children at Primary School is devided into theoretical and practical part. The theoretical part contains processed information about giftedness based on professional literature. I paid attention to introduction of definitions of giftedness according to various authors, but I preferred those definitions that giftedness are understood as a reason for special eduction. It also includes chapters on the basic types of giftedness, possibly specific manifestations of gifted children and options of developing gifted children at primary school. The practical part of the diploma thesis consists of empirical materiál that at first describes the options of education and development of gifted children at Primar school V Rybníčkách. Subsequently I devoted myself to the analysis of the acquired empirical materiál that i get for my praxtical pedagogical work at the primary school. In the practical part of the thesis I also included a chapter where I presented tips for activities that provede to by suiteble in practice for the development of the potential of gifted children during classes and in leisure time activities. At the end of the diploma thesis I see our activities as stiulating but not entirely ideal.

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