First Published in 1985. In view of the current fashion not to segregate children of different abilities into separate streams, teacher in ordinary schools need to have a least some knowledge of how to cope with children pf exceptional ability as well as those who learn more slowly. This book is intended for such teachers and others as such as health visitors, social workers, nursery and playgroup staff, who are in contact with exceptionally able children. It is not intended as a high-powered academic text: rather it adopts a strong practical focus, it does not deal with lengthy with the problems of description and definition of giftedness, nor with the question of the validity of the subjects as a focus of study. It accepts that gifted children exist and is concerned with how their emotional, social and educational needs can be met.

First Published in 1985. In view of the current fashion not to segregate children of different abilities into separate streams, teacher in ordinary schools need to have a least some knowledge of how to cope with children pf exceptional ability as well as those who learn more slowly. This book is intended for such teachers and others as such as health visitors, social workers, nursery and playgroup staff, who are in contact with exceptionally able children. It is not intended as a high-powered academic text: rather it adopts a strong practical focus, it does not deal with lengthy with the problems of description and definition of giftedness, nor with the question of the validity of the subjects as a focus of study. It accepts that gifted children exist and is concerned with how their emotional, social and educational needs can be met.

First Published in 1985. In view of the current fashion not to segregate children of different abilities into separate streams, teacher in ordinary schools need to have a least some knowledge of how to cope with children pf exceptional ability as well as those who learn more slowly. This book is intended for such teachers and others as such as health visitors, social workers, nursery and playgroup staff, who are in contact with exceptionally able children. It is not intended as a high-powered academic text: rather it adopts a strong practical focus, it does not deal with lengthy with the problems of description and definition of giftedness, nor with the question of the validity of the subjects as a focus of study. It accepts that gifted children exist and is concerned with how their emotional, social and educational needs can be met.