The purpose of this study was to examine gifted education programs in public schools in Northeast Tennessee. There is a wide disparity among established gifted programs regarding the identification of the students, the eligibility of the students, and the services they receive. This disparity has led to varying levels of support and service for gifted children in Northeast Tennessee. A survey was developed and distributed to individuals who oversee the gifted department in their school system. Data were collected regarding gifted student identification processes, individual program requirements, funding of gifted programs, professional development, and advanced teacher training. National research has been directed towards the identification of gifted students and the types of programs that might be optimal for students with high intellectual abilities. This study was a descriptive analysis of the identification process of gifted children and the programs and policies in place in a purposeful sample of the school systems of Northeast Tennessee. This researcher examined various aspects of funding allocation for this special population. There are significant differences in the allocation and use of resources by Tennessee school systems. The researcher also sought to identify the programs that are offered for gifted students. This study revealed that some school systems in Northeast Tennessee do not have established gifted programs. The school systems that do have established gifted programs vary. Some of these schools provided a modified gifted program that included two types of pullout programs. In the first type, students left the regular classroom or were pulled out to go to a separate classroom to receive gifted instruction once a week. In the second type, students were pulled out once every two weeks. Many of the respondents reported they provided differentiated instruction for all students. Of the school systems that had established programs, respondents reported that their schools had written objectives or philosophies for their gifted programs. The reported need for financial support was great. According to the respondents, more funds were needed to support teacher training, hire more personnel (teachers and administrators), purchase materials, and extend programs.

The purpose of this study has been to create guidelines for the development of a supplementary art program for "artistically gifted" children of intermediate grade level .

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The purpose of this study is to gain a better understanding of the practices and attitudes of EFL teachers concerning the challenges and methods involved in teaching gifted students, specifically in regard to the two most prevalent approaches, enrichment and acceleration. Data for this qualitative study was collected through semi-structured interviews with five EFL teachers and the data was analyzed using thematic analysis. Results showed that teachers perceived lacking resources, difficulties identifying gifted students in their classes and poor attitudes from gifted students as their main challenges when teaching this group of students. The results also showed that the teachers were inclined to favor enrichment over acceleration, stating a fear for negative social effects and acceleration being messy as their reasons. The teachers in this study problematize and criticize the Swedish approach of inclusion while at the same time struggling to find an alternative. The results also showed that the teachers saw acceleration as a natural next step for when enrichment has failed. Given the limited research on linguistically gifted students, it was concluded that further investigation is needed to assess the current effectiveness of enrichment as a strategy in the EFL classroom.

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