National Association for Gifted Children, the self-confidence of normal students is not heightened by
the presence of a brilliant young mind. Conversely, historical examples of jealousy and spite toward
gifted students have been noted by writers. Leonard Mlodinow recounts of Isaac Newton's school
years that "being different and clearly intellectually superior brought Newton the same reaction then
as it would today—the other kids hated him."[2]
An additional concern is that gifted children who are pulled form their traditional grade level
classroom for enrichment education will fail to strive in their social relationships. It has been shown,
however, that students who participate in either in-class or pull-out programs that are at least mostly
meeting the academic needs of the student, will tend to form strong relationships with their peers, be
well-rounded students, and act an age that is appropriate for their own wellness.[3] In fact, studies
have shown that gifted students, whether lowly gifted, moderately gifted, or highly gifted “were, on a
whole, socially well adjusted, and there seemed to be no relation between increased intelligence and
social adjustment”.[4] Students who are allowed to meet their academic needs, at any level, tend to
be more secure and confident in their social needs and in turn form more significant relationships
with their age peers. While many link a child's social growth with their academic growth and assume
that one must suffer in order for the other to prosper, this has been statistically shown to not be the
case.

Assessment[edit]
So now that the necessity of these gifted programs have been established, how then do schools and
talent search programs identify who meet the criteria for being gifted? National Excellence: A Case
for Developing America's Talent suggests that the following guidelines be used (Clark, 2002):

1. Look at a variety of disciplines for outstanding students.

2. Use a variety of tests and other assessment measures to find and serve students
who express high levels of ability in different ways and at different ages.
3. Ensure that all students have equal access to challenging learning opportunities and
unbiased assessment.
4. Develop assessment procedures that allow varying rates of maturity and interests.
5. Seek students whose potential evidences itself in diverse and less obvious ways.
6. Consider motivational factors such as interest, drive, and passion in assessing
accomplishment.
There are six areas of ability which are often evaluated in order to determine whether or not a child
is gifted: generic, cognitive, academic, creative, leadership, and visual and performing arts. They are
measured in combinations of standardized tests, peer and teacher evaluations and nominations, and
observations of the particular child. As for the legitimacy of these methods, Olszewski-Kubilius
assures us that “the available research evidence suggests that these practices are valid” (Olszewski-
Kubilius et al., 1998).

See also