Abstract
Abstract After introducing a differentiation model for the benefit of gifted pupils in regular schools, this article discusses some important findings of the research project “High giftedness in education”, carried out at the ISOR, the Educational Research Department at the University of Utrecht. Data from survey research indicate what special provision has been made for gifted pupils in secondary schools in the Netherlands. Further data summarize experiences with the differentiation model at two different types of secondary school. Finally, some adaptations of the differentiation model are outlined.
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