Abstract
As advocates for gifted programs, professionals in gifted child education and special education must work closely with school reform efforts to ensure that appropriate representation and service to gifted pupils are embedded within the reform framework. They should examine the development of partnerships and assess the strengths and weaknesses of collaboratives. They also should conduct research to strengthen the development of such efforts. This article discusses the critical elements of educational partnerships and presents an example of a partnership project designed to enhance educational opportunities for gifted children in an urban school setting.
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