The purpose of this study is to investigate the identification methods that achieve parity for students underrepresented in Gifted and Talented (GT) Programs in Virginia. There are underrepresented gifted and talented students (GT) throughout the United States of America, including the Commonwealth of Virginia. Students of every ethnicity and socioeconomic status can need GT services. There is a need to increase equity in GT programs to show a representation of students that mimics the total representation in the school division. Data were collected from all 132 school divisions in Virginia and the school divisions that were not underrepresented for Black, Hispanic, and two or more-race students (Non-Hispanic) (NH) were studied further. There were 12 out of the 132 school divisions that were not underrepresented for Blacks, 16 out of 132 for Hispanics and 42 out of 132 for two or more-race students (NH). In those 70 school divisions, GT plan reports were researched for identification methods used to be accepted into the GT program. Identification methods included: which of the four area of giftedness they were admitted into, which of the seven multiple criteria were used, and which standardized test/s were taken. In this study, the identification process used in GT programs in Virginia to ascertain favorable practices to achieve parity in minority representation was researched. This updated research study was as close as possible to the Palmer (2009) study. There was an increase for all three chosen racial groups since 2009. The increase could only be one standardized test. All other results were inconclusive. / Doctor of Philosophy / This study on the identification methods used for a student's admission into Gifted and Talented (GT) programs was conducted to see if the methods used to qualify them for services had anything to do with the underrepresentation of Black, Hispanic, and two or more-race students (Non-Hispanic). There is a problem with the overrepresentation of Whites and Asians and an underrepresentation of these minority races in GT education and it needs to end. There are GT students that require GT programs to enrich or advance these students learning. The school divisions with equity for these races were studied to see what they were doing right to achieve this goal. Researched were the seven multiple criteria used to identify GT students, what area of giftedness they were placed in, and the standardized test taken. These measures were checked for similarities in the school divisions in Virginia that may give us information on what made them equitable. The results included 28 school divisions with equity for Blacks and Hispanics and 42 for two or more- race students (NH). There are still an abundance of Black and Hispanic students not qualifying for GT services. Two or more-race students have equity now. None of the criteria could be attributed to this underrepresentation.

Elever med särskild begåvning är en elevgrupp som kan behöva stöd och särskilda anpassningar för att utvecklas optimalt i skolan. Skolverket har nyligen uppmärksammat elevgruppen och tagit fram ett stödmaterial för skolor. Kunskap om dessa elevers behov saknas dock i stor utsträckning hos lärare och specialpedagoger, då den varit begränsad tidigare, både i lärarutbildning och i skolan, även om vissa erfarenheter utvecklats under senare tid. Föräldrar till särskilt begåvade barn har erfarenheter som är viktiga att undersöka för en ökad kunskap. För att skapa förutsättningar för en stimulerande skolgång för elevgruppen behöver specialpedagoger på många håll utveckla ett bra bemötande, här har föräldrar till särskilt begåvade barn erfarenheter som är viktiga att undersöka för en ökad kunskap. Syftet med uppsatsen är att belysa hur skolan bemött särskilt begåvade barn. Det görs genom föräldrarnas beskrivningar och erfarenheter. Uppsatsen avser att visa på vilka hindrande faktorer som föräldrarna upplevt i möten mellan hem och skola och vilka möjligheter skolan gett för barnets välmående och en gynnsam utveckling. Studien behandlar hur föräldrarna beskriver att de och deras barn har blivit bemötta av skolan, hur skolans bemötande påverkat barnets välbefinnande och möjlighet till utveckling, samt vilka aktiviteter och åtgärder i skolan som har uppfattats som gynnsamma. Kvalitativ intervju och innehållsanalys har använts i uppsatsen. Undersökningen har ett ekologisk systemteoretiskt perspektiv. Sammanlagt har 18 föräldrar djupintervjuats. Studien beskriver skolerfarenheter som gäller 18 barn; 12 pojkar och 6 flickor, med en medelålder på 11,5 år. Resultat visar när det gäller föräldrars erfarenhet av skolans bemötande att lärare, specialpedagoger och skolledning i hög grad saknar kunskap om särskilt begåvade barn. Konsekvensen av det blir att föräldrar behöver ta stort ansvar för att barnets behov av anpassningar tillgodoses. Majoriteten av föräldrarna har erfarenheter av bristande förståelse och stöd från skolan, och av att ha blivit ifrågasatta. Studien visar också att barnets beteende kan påverka hur barnet blir bemött. Det finns stora skillnader i hur barnen blivit bemötta, alltifrån en vilja att förstå och skapa förutsättningar för ett gott lärande, till en avvisande attityd där barnet direkt eller indirekt ifrågasatts. Skolans bemötande har gett konsekvenser av att många av barnen bytt skola flera gånger i syfte att hitta en skola som klarat av att bemöta barnet utifrån dess förutsättningar. Studien visar också att en bristande kunskap och förståelse hos lärare och skolledning ger risk för utanförskap och att barnets kunskapsutveckling inte sker utifrån den potential som barnet besitter. De gynnsamma aktiviteter och åtgärder som framkommit är en flexibel organisation som tillgodoser barnets behov och skapar anpassningar utifrån barnets helhetssituation. De rekommendationer som kan dras från studien är att åtgärder och anpassningar bör utgå ifrån en helhetsbild av barnets situation, vilket innebär att en pedagogisk kartläggning, förutom barnets kunskapsnivå, även bör innefatta barnets sociala situation och emotionella mognad. Föräldrar och elevens erfarenhet är därför viktiga beståndsdelar i den pedagogiska kartläggningen. Uppsatsen har även visat att viktiga områden att studera vidare är hur man identifierar elever med särskild begåvning. En annan viktig frågeställning gäller de elever vars begåvningsprofil visar på mycket god förmåga inom det visuo-spatiala området. I studien finns indikationer på att det är en grupp som riskerar att komma i kläm i skolan.

The purpose of this study is to examine the perceptions of some teachers in primary school regarding their teaching of mathematics gifted students and the conditions that affects them in their teaching. The method used for data collection was a quantitative survey with mostly closed questions, but there were also issues of a more open character. The majority of the questions had limited alternatives but some could be answered more freely. The study results show that teachers ́ definitions and their identification of mathematics gifted students differs. However, the majority of teachers associate a problem-solving and logical thinking student with a student that’s talented in mathematics. It is mainly internal factors, such as creativity, motivation and high IQ, that in this study highlights to be the most essential for talent in mathematics. The majority of the teachers also believe that they have good conditions to identify students with talent in mathematics, but only 40 % of the teachers believe that they can offer these students the education they need to develop. The result also shows that the existing possibilities when it comes to conducting a teaching that challenges and stimulates the mathematics gifted students are few. Several teachers feel that the only possibilities available are those that they manage to offer in the context of their own classroom teaching. Factors that limit teachers’ in their work around students talented in mathematics are more in numbers and more problematic, according to the study. Examples of these factors are deficiency of time and resources, and also that the existing resources tend to go to the students that have difficulties in mathematics. / Denna studie syftar till att undersöka några lärares, i årskurs 1-3, uppfattningar kring sitt arbete med matematikbegåvade elever samt vilka förutsättningar som finns i deras verksamhet när det kommer till att arbeta med elever som besitter en begåvning i ämnet matematik. Den metod som använts vid datainsamling är en kvantitativ enkät. Frågorna i enkäten bestod mestadels av slutna frågor, men det förekom även frågor av mer öppen karaktär. Resultatet har visat att lärares definition av, samt identifiering av matematikbegåvade elever ser olika ut. Majoriteten av lärarna förknippar dock en problemlösande och logiskt tänkande elev med en elev som besitter en viss begåvning inom ämnet matematik. Det är främst inre faktorer, som kreativitet, motivation och högt IQ som i studien lyfts som mest väsentliga för en matematikbegåvad elev. Majoriteten av lärarna anser att de har goda förutsättningar att identifiera elever med begåvning i matematik, men endast 40 % av lärarna anser att de kan erbjuda dessa elever den undervisning de behöver för att utvecklas. Studien visar att de möjligheter som finns när det kommer till att bedriva en undervisning som utmanar och stimulerar de matematikbegåvade eleverna är få. Ett flertal lärare anser att de enda möjligheterna som finns är de som de själva lyckas erbjuda inom ramen för sin egen klassrumsundervisning. Faktorer som begränsar lärarnas arbete är desto fler och mer problematiska. Exempel på dessa faktorer är brist på tid och resurs samt att elever med svårigheter i matematik kommer i första hand.

El objetivo del trabajo es analizar las contribuciones específicas y generales de distintas perspectivas de inteligencia (inteligencias múltiples, aptitudes diferenciales, inteligencia emocional e inteligencia exitosa) y creatividad (pensamiento divergente) en la configuración cognitiva de una muestra de alumnos nominados con altas habilidades. Este estudio ha permitido: 1) Analizar las características psicométricas y la utilidad de distintos instrumentos psicométricos para la identificación de la alta habilidad; 2) Definir 15 dimensiones cognitivas que permiten analizar la aportación específica de cada perspectiva al estudio de la alta habilidad; 3) Evidenciar que las perspectivas analizadas son relativamente independientes y reflejan aspectos diferentes y complementarios de la alta habilidad; 4) Especificar cinco factores que permiten estudiar la alta habilidad desde una perspectiva integradora; 5) Conformar cuatro grupos de alumnos de altas habilidades con características diferenciadas en función a las dimensiones cognitivas definidas. En general, el trabajo evidencia la heterogeneidad del constructo de la alta habilidad y llama la atención sobre la necesidad de desarrollar claves específicas para la respuesta educativa de los alumnos de altas habilidades en función a su perfil cognitivo. / The study aims to analyze the specific and general contributions of different perspectives of intelligence (multiple intelligences, differential aptitudes, emotional intelligence and successful intelligence) and creativity (divergent thinking) in the cognitive configuration of a sample of nominated high-ability students. This study has allowed: 1) To analyze the psychometric characteristics and usefulness of various psychometric instruments for identifying high ability, 2) To set 15 cognitive dimensions to analyze the specific contribution of each perspective to the study of high ability, 3) To show that the constructs are relatively independent and reflect different and complementary aspects of high ability, 4) To specify five factors that allow the study of high ability from an integrative perspective, 5) To shape four groups of high ability students with different characteristics depending to the cognitive dimensions defined. In general, the work demonstrates the heterogen eity of high ability and draws attention to the need to develop specific keys for the educational response of high ability students according to their cognitive profile.

This article describes ‘Kidumatica’ – a highly successful project for the promotion of talented students from underprivileged backgrounds. In its 11 year run, Kidumatica has evolved into a way of life for its many students, allowing them opportunities to realize their potential, enter advanced academic studies, and successfully enter a society rich in knowledge and achievement. Kidumatica is based on academic research in the fields of excellence, cognition and mathematics education, and on the social principle of equal opportunity for all and one’s right to self-realization and aspiration, regardless of ethnic background and socio-economic status. Beyond these social/educational purposes, Kidumatica is also a research model and laboratory for testing new programs and teaching methods for gifted students. The following are the basic premises of the Kidumatica model, its goals and how they are achieved, including the recruitment of club members and the mathematical content.

The present research inserts itself in the Research Line of Special Education of the Course of Mastership of the Program of Post-Graduation in Education of the Federal University of Santa Maria UFSM. The interest of doing this research came from the moment that a female student with gifted and talented features was led to the project PIT team to proceed a pedagogical evaluation. This evaluation had the aim of verifying if this student could achieve the pedagogical conditions to enter in the first grade of the elementary school precociously. After the conclusion of the pedagogical evaluation it was realized that the student was pedagogically able to enter the school. From this fact, we investigated the process of school inclusion of the student with gifted and talented features, who attended the first grade of elementary school in a state public school in Santa Maria RS, problematizing questions related to school inclusion. Besides, other questions guided this study, among them: to accomplish a survey of the gifted and talented features this student showed during the observations in the classroom and on the family environment; to investigate in what way the disciplinary devices were used by the teacher A to become efficient the action of disciplinary power over the students bodies , especially on the observed student; to verify how the normative practices act around of the gifted and talented students; to analyze the speeches produced by the school inclusion polities; to propose a discussion about the school inclusion of the gifted and talented students hoping to problematize it. To answer these questions, I have made use of some Foucault s references besides other researchers who study this area. The data were collected from the observation of the daily routine in the classroom that the student was registered, as well as enrichment school activities, besides interviews with the student s teacher and parents. The results of the research point to a pedagogical practice that the disciplinary power and the power of the rule (FOUCAULT, 1988) contributed to the female student with gifted and talented features, in spite of being included, also was exposed to school exclusion situations. / A presente pesquisa insere-se na Linha de Pesquisa Educação Especial do Curso de Mestrado do Programa de pós-graduação em Educação da Universidade Federal de Santa Maria UFSM. O interesse em realizar esta pesquisa surgiu a partir do momento em que uma aluna com características de altas habilidades foi encaminhada para que a equipe do projeto PIT (Programa de Incentivo ao Talento) realizasse uma avaliação pedagógica. Esta avaliação tinha como finalidade verificar se a aluna obtinha condições pedagógicas para ingressar precocemente numa 1ª série do ensino fundamental. Após a conclusão da avaliação pedagógica foi constatado que a aluna encontrava-se pedagogicamente apta a ingressar na escola. A partir deste fato, buscamos investigar o processo de inclusão escolar da aluna com características de altas habilidades, que freqüentou à 1ª série do ensino fundamental de uma escola da rede pública estadual de Santa Maria RS, problematizando questões referentes à inclusão escolar. Além deste outros questionamentos nortearam este estudo, entre eles: realizar um levantamento das características de altas habilidades que a aluna manifestou durante as observações em sala de aula e no ambiente familiar; Investigar de que forma os dispositivos disciplinares foram utilizados pela professora A para tornar eficiente a ação do poder disciplinar sobre os corpos dos alunos, em especial da aluna observada; Verificar como as práticas normativas agem em torno dos alunos com altas habilidades; Analisar os discursos produzidos pelas Políticas de Inclusão Escolar; Propor uma discussão acerca da inclusão escolar dos alunos com altas habilidades buscando problematizá-la. Para responder a estes questionamentos utilizei alguns referenciais de Foucault além de outros pesquisadores que estudam nesta área. Os dados foram coletados a partir da observação do cotidiano da sala de aula em que a aluna foi matriculada, contou também com atividades de enriquecimento escolar, entrevistas com a professora e com os pais da menina. Os resultados da pesquisa apontam para uma prática pedagógica em que o poder disciplinar e o poder da norma (FOUCAULT, 1988) contribuíram para que a aluna com características de altas habilidades, apesar de ter sido incluída, também estava exposta a situações de exclusão escolar.

The thesis deals with talented and gifted children in a basic school. A main goal is detection of situation of work with talented and gifted children in a basic school. The thesis is separated into two basal parts - theoretic and practice. The theoretic part introduces terms and theories which are relate with studied problem. Practice part deals with methodology for detection of talented and gifted children. The thesis uses the question-form method. There is substantiated using questions and their evaluation . The important close is assignment that teachers and parents have a different view to children (from finding site). The teachers are closer to children, due to they have closer to find talented or gifted children. The thesis uses casuistic method for classification of children. Thesis also mentioned legislative ground in Czech Republic and organizations that is worked with talented and gifted children.

Submitted by Renata Lopes (renatasil82@gmail.com) on 2016-12-21T11:46:54Z No. of bitstreams: 1 taritamachadobrandao.pdf: 1312207 bytes, checksum: 23c89e99366d0361d444dc2472dd0d64 (MD5) / Approved for entry into archive by Adriana Oliveira (adriana.oliveira@ufjf.edu.br) on 2016-12-22T12:48:53Z (GMT) No. of bitstreams: 1 taritamachadobrandao.pdf: 1312207 bytes, checksum: 23c89e99366d0361d444dc2472dd0d64 (MD5) / Made available in DSpace on 2016-12-22T12:48:53Z (GMT). No. of bitstreams: 1 taritamachadobrandao.pdf: 1312207 bytes, checksum: 23c89e99366d0361d444dc2472dd0d64 (MD5) Previous issue date: 2010-11-26 / FAPEMIG - Fundação de Amparo à Pesquisa do Estado de Minas Gerais / As atitudes têm alto valor preditivo para os comportamentos, uma vez que fazem com que os indivíduos se aproximem – atitudes positivas – ou se distanciem – atitudes negativas – de determinado objeto. Portanto, as atitudes dos professores em relação aos estudantes talentosos e à sua educação determinarão, até certo ponto, se e como ocorrerão a identificação e o desenvolvimento desses alunos. O presente estudo teve como objetivo descrever atitudes de professores em relação aos estudantes talentosos e à sua educação. Contou com a participação de 217 docentes da rede pública de ensino de cidades de Minas Gerais e do Distrito Federal. Os professores responderam a três instrumentos, duas escalas de atitudes tipo Likert e um questionário. Após análise quantitativa dos dados, verificou-se, entre outros resultados, que a maioria dos professores não se considera dotada ou talentosa, não tem aluno com essas características e, na graduação, não teve atividade ou disciplina voltada para essa necessidade educacional especial. A experiência com identificação de dotação e talento se associou à percepção dessas características de capacidade superior em familiares, pessoas do convívio e alunos, assim como a estabelecer conversação sobre essa necessidade educacional especial. Embora os professores acreditem na importância da educação para o alunado talentoso, a maioria não se sente preparada para educá-lo. As escalas de atitudes apresentaram evidências de validade satisfatórias. As atitudes dos professores em relação aos estudantes talentosos e à sua educação foram, de modo geral, ambivalentes em ambos os instrumentos. Não foram identificadas diferenças significantes entre essas atitudes quando se considerou a experiência dos docentes na identificação de dotação e talento. São apresentadas várias associações entre as múltiplas variáveis pesquisadas e essas atitudes. Recomendam-se estudos adicionais que continuem a obter evidências de validade das escalas e que contem com amostras mais representativas da população de docentes brasileiros. Não obstante, há evidências de que aprimorar a formação docente constitui um dos passos fundamentais para promover atitudes mais positivas em relação aos estudantes dotados e talentosos e à sua educação. / The attitudes are highly predictive for behaviour, because they approach the individuals to a particular object - positive attitude – or they distance themselves from this object - negative attitudes. Therefore, the attitudes of teachers towards gifted students and their education will determine to some extent, if teachers will identify gifted students and how to identify and to develop those students. This study aimed to describe the attitudes of teachers towards gifted students and their education. 217 teachers from public schools located in cities of Minas Gerais and Distrito Federal participated in this study. Teachers responded to three instruments, two Likert scales of attitudes and a questionnaire. After quantitative analysis, the data showed, among other results, that most teachers do not consider themselves gifted or talented, they do not have students that had these characteristics and, at graduation, they had no activity or discipline that focuses on this special educational needs. Experience with identification of gift and talent is linked to the perception of these characteristics of superior ability in the relatives, person`s daily living and students, as well as establishing a conversation about this special educational need. Although teachers believe in the importance of education for gifted pupils, the majority of them do not feel prepared to educate gifted students. The scales of attitudes presented satisfactory evidence of validity. The attitudes of teachers towards gifted students and their education were generally ambivalent on both instruments. No differences were observed between such attitudes when it was considered the experience of teachers in the identification of gift and talent. This study shows a variety of associations between the multiple variables investigated and these attitudes. Additional studies with a more representative sample of the Brazilian teacher‟s population are recommended to obtain more evidence of validity of the scale. Nevertheless, there is evidence that improving teacher‟s education is a fundamental step to promote more positive attitudes towards gifted and talented students and their education

Submitted by Renata Lopes (renatasil82@gmail.com) on 2016-04-07T14:45:54Z No. of bitstreams: 1 stellafernandesmansurlisboa.pdf: 669260 bytes, checksum: d37b061167e3674caf10ce164a39e074 (MD5) / Approved for entry into archive by Adriana Oliveira (adriana.oliveira@ufjf.edu.br) on 2016-04-24T03:51:18Z (GMT) No. of bitstreams: 1 stellafernandesmansurlisboa.pdf: 669260 bytes, checksum: d37b061167e3674caf10ce164a39e074 (MD5) / Made available in DSpace on 2016-04-24T03:51:18Z (GMT). No. of bitstreams: 1 stellafernandesmansurlisboa.pdf: 669260 bytes, checksum: d37b061167e3674caf10ce164a39e074 (MD5) Previous issue date: 2013-02-22 / A leitura envolve vários processos, que vão da decodificação das letras até a compreensão do texto. Estudos têm buscado identificar os processos que contribuem para a leitura, dentre eles a função executiva (FE), que é o conjunto de habilidades que permitem direcionar o comportamento. Para analisar a relação entre FE e leitura, foram realizados três estudos. O primeiro analisou a produção científica sobre a relação entre dificuldade de leitura (DL) e FE. Observou-se que essa relação ainda é controvertida, existindo tanto pesquisas que a corroboraram quanto aquelas que não observaram tal associação. O segundo avaliou o desempenho em leitura de alunos do 2º ano do Ensino Fundamental, associando-o ao resultado da escola em um sistema estadual de avaliação de alfabetização. Eles foram divididos em grupo com DL, grupo médio e com Talento em Leitura (TL). Observou-se um número preocupante de alunos com DL, denotando fracasso das escolas em alfabetizar esses alunos. Porém, observou-se que o TL se manifesta até mesmo em escolas com qualidade de ensino baixa. O terceiro comparou o desempenho em FE desses três grupos. Não foram encontradas associações entre as variáveis. As implicações e limitações dessas pesquisas são discutidas. / Reading involves several processes, ranging from decoding the letters to text comprehension. Studies have sought to identify the processes that contribute to reading, including the Executive Function (EF), which is the set of skills that allow behavior directioning. Three studies were conducted to analyze the relationship between EF and reading. The first one, analyzed the scientific literature looking for the relationship between Reading Disability (RD) and EF. It was observed that this relation is still controversial, i.e. there are researches that corroborated it and others which have not observed such association. The second one assessed the reading performance of students in the 2nd year of elementary school, associating it with the result of the school in a statewide literacy assessment system. The students were divided into a group with reading disability (RD), an intermediate group and a Talent in Reading (TR) group. A disturbing number of students with RD was noted, denoting failure of the schools in alphabetizing these students. However, it was observed that TR manifests itself even in schools with low quality teaching. The third study compared the performance of these three groups in EF. No associations were found between the variables. The implications and limitations of this research are discussed.

D.Ed. (Educational Psychology) / The creatively gifted individual is generally regarded as a valuable natural resource. Some of the solutions to the threats that endanger the future of mankind, are possibly lodged in the abilities of the creatively gifted. These individuals, however, often experience social isolation because of their ability to question the status quo. The creatively gifted student at university is the focus of this investigation in which an attempt has been made to ascertain how the creatively gifted individual experiences university culture. This was done with a view to describing ideographically how students perceive their university culture. In Chapter I the problem and objectives were presented. The research question of this study pertains to the nature of creatively gifted students' experience of university culture. The rationale for the study is the fact that creatively gifted students often fail to be accommodated in an educational environment, both socially, personally and with regard to their academic activities. The objective of the study was to investigate the creatively gifted student's experience of the university environment. The latter refers to the social, personal and academic milieu. The aim of the investigation was to contribute to theory by highlighting the theoretical dimensions of the problem. It was also the objective of the study to use the interpreted data as a basis for recommendations to accommodate the creatively gifted student in the university environment. In Chapters 2, 3 and 4 a literature review was conducted. Chapter 2 dealt with the concept creativity and its interrelatedness with concepts such as giftedness and intelligence. Creativity is often confused with intelligence while they are both different aspects of giftedness. The concepts experience and university culture were also clarified. The creatively gifted personality was the focus of Chapter 3. The creatively gifted often display characteristics which may alienate them from society. In Chapter 4 the interaction between the creatively gifted individual and the environment was discussed. The environment can either encourage or demotivate the individual's creativity. Although the creatively gifted often resists the environment, they need assistance and support from the environment to actualize their creative potential. The design and method of research was formulated in Chapter 5. A case study design was selected for this study. The rationale for choosing this method of research was discussed. Issues such as validity, reliability and generalizability were also addressed. To identify the students with whom the case studies were conducted, certain procedures were followed. The study was structured in 4 phases in which quantitative and qualitative research methodologies were combined. In phase 1 the Torrance test of creative thinking (Figural, Form A) was administered to 400 first-year students at the Rand Afrikaans University. By means of a stratified sample 12 students were selected for phase 2 of this study. This group was constituted of 4 highly creative students, 4 students who obtained average scores for creativity and 4 students who performed poorly on the creativity test. In phase 3 a focus group interview was conducted with these students. The data obtained from this interview were analyzed according to qualitative research methodological procedures. The two creatively gifted students were identified with whom the double case study was conducted in phase 4 of the research. In Chapter 6 the data obtained from the double case study was reported and displayed. Examples were given from each procedural stage of the research process in order to establish a "chain of evidence". Patterns of each student's experience of the university environment were isolated. In Chapter 7 the final patterns obtained from the analysis of the data were interpreted against the theoretical background of previous chapters. The patterns for these students correlated well. The conclusion was reached that creatively gifted students could experience isolation within their environment which has a negative effect on their social and academic functioning. They might experience the isolation partly because of distinct characteristics of the creatively gifted individual and also because of the university structure in which they function. It was also concluded that the creatively gifted individuals in the study have the ability to adapt to the milieu although it demands much from them on an emotional level. Both testees have sound faith in their own abilities. Recommendations were made for the practical accommodation of these students as well as for possible further research. It is the wish of the author that this research should serve as an inspiration for researchers in this fundamental and crucial aspect of human functioning.