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Background Gifted children learn differently compared to their peers in several ways. However, their educational needs are often not met in regular schools, which may result in underachievement and social–emotional and behavioral problems. A pullout program, the “Day a Week School” (DWS), was offered to gifted children in 25 elementary schools from neighborhoods of higher and lower SES in Amsterdam. Objective To investigate whether DWS decreases children’s social–emotional and behavior problems and parents’ stress, and improves children’s self-concept, enjoyment at school, and academic achievement. Methods Gifted children (grades 3–5) were selected through a standardized identification procedure assessing “out-of-the box”, logical, and creative thinking and motivation ( n  = 89). Children, as well as both their parents and teachers, completed questionnaires before the start of DWS and after 2,5 months. Results were analyzed for all children and for at-risk children with higher levels of psychopathology before starting DWS. Results Analyses on the total group showed small positive effects on children’s self-reported self-concept dimensions, scholastic competence and behavioral conduct, as well as on fathers’ reported child prosocial behavior. In the at-risk group, children reported medium positive effects on scholastic competence and behavioral conduct, and on sleep problems and worry, and small improvements on enjoyment at school. Parents of at-risk children reported decreased child’s somatic complaints and decreased social–emotional and behavioral problems. Finally, teachers reported higher academic achievement and medium positive effects on inattention-hyperactivity in the at-risk group. Conclusions Day a Week School appears to be a promising pullout program for gifted children, particularly for children at-risk for psychopathology.

Gifted students' perceptions of the desired characteristics of teachers of the gifted were assessed from a sample comprised of 404 elementary- and junior high-school Israeli Jewish and Arab students studying in pullout centers. Perceptions were measured using a questionnaire comprising teachers' cognitive, personal, and pedagogical dimensions. Personal characteristics were perceived by both Jewish and Arab students as the most important. Significant effects of culture, gender, and grade level were detected for all three dimensions. We suggest that differences stem from collectivist/individualist cultural orientations and girls' status aspirations. Thus, students' perceptions of teachers' desired characteristics have to be discussed in relation to their cultural background and schooling. A new lens for examining teaching of gifted students is offered, along with practical implications for teacher-certification programs.

The purpose of this study was to better understand students' perceptions of and preferences for inclusion or pull-out service delivery models. Thirty-two students with and without learning disabilities who had participated in both models during the past 2 or 3 years were interviewed individually. Key questions assessed their perceptions of which model was most conducive to academic learning and which was most likely to yield social benefits, and the reasons for their beliefs. Results indicated that students' views varied. Overall, more children identified pull-out as the model of choice, but many children were confident that inclusion was meeting their academic and social needs. We interpret the results of this study as providing support for maintaining a continuum of service delivery options and for considering the placement of each child individually, based on his or her unique needs.

A middle-school teacher gave up a successful pullout program for reluctant readers when appointed as an educational resource teacher. ERT does not exclude reluctant readers and allows all students to engage in numerous learning opportunities and activities. Teachers get support to incorporate reading and writing strategies across disciplines. (MLH)

The rapid development of special education for the gifted in Taiwan from 1962 until the present is summarized. The comprehensive system of gifted education, using either the special class or the pull-out model, that serve a very large number of learners is described. In Taiwan, high IQ and high overall academic performance learners are called intellectually gifted and those with specific talents in academic subjects (linguistic, mathematics, and national science, in particular), or in aesthetic or athletic domains are called talented. The identification procedure of gifted/talented students in Taiwan is very strict and systematic, based on multi-assessment and step-by-step screening process. Although the number of the students served in the special programs has been steadily increasing, much remains to be done in order to develop the maximum potential of all gifted/talented students. These include proper identification procedures, program expansion and integration.

The two-year Literacy Groups Project provides evidence that grade 2 students can be helped to attain average grade-cohort reading levels by the use of a small-group pull-out program if certain criteria are met. Students were tested using running records at the beginning and end of the study to provide data for quantitative comparison. Additional context was provided by videotaping lessons and interviewing teachers. Major changes took place from the first disappointing year of the project to the second more successful year. First, students were assigned to groups according to a narrow range of Reading Recovery reading levels rather than being randomly placed. Second, the material was found to support fully even highly trained and experienced teachers newly engaged in adapting Reading Recovery techniques to effect accelerated learning in a small-group setting, rather than expecting teachers to follow general program guidelines. In this case, while they were supported in their beliefs about how best to help struggling readers, resource teachers were provided with a commercial reading program, with lesson ideas and multiple copies of leveled student reading materials.

This article describes a unit on art appreciation and persuasive writing taught to 57 identified gifted fourth-grade students in a pullout program. The importance of teaching art appreciation to stimulate critical thinking is emphasized. The lesson process is provided, along with the hamburger model for persuasive writing. (Contains references.) (CR)