Abstract
This paper reflects upon existing conceptual controversies regarding high ability students in Mexico. A taxonomy of high ability students is proposed with the aim to provide clarity between the categories of talented and gifted students. Differences in services needed in each category are addressed considering implications for teacher training and educational policy. Problems in policies regarding gifted students are analyzed. As a result, arguments on why gifted students should not be classified within the special education services are posited. We argue the importance of independent services for the gifted supported by their own theoretical and methodological framework. Educational policies based upon potential, talent and merit are necessary to foster the human capital of the county. We argue that the effective of screening and intervention of Mexican gifted students is a sound strategy to enhance socioeconomic and scientific development, thus a sound reason to invest in the brilliant minds of our students.
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