Abstract
After a presentation of the French school system, we describe how the three principal practices—acceleration, enrichment, and special classes—for the education of the gifted are functioning in France. Then, we deal with the counselling of the gifted through 1) the presentation of the professional involved in these tasks, 2) the role played by the parent associations of gifted children, and 3) the identification practices. For the talented, there are many practices, from primary education onwards, which allow schooling to be reconciled with sports studies or artistic tuition. The concept of “dual project” is introduced: the need for sportsmen/women to elaborate their career plan at the same time as their sporting project. The conclusion stresses that in France, measures for the gifted are not clearly laid out; whereas, provisions benefiting from clear and explicit information have been made for the talented and are encouraged by various institutions.
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