Abstract
This paper first proposes a framework of gifted education policy which embodies the hierarchy of policy, sources of policy and influencing factors. The formation of gifted education policy, using USA and Taiwan as examples, is discussed. A review of literature indicates that gifted education policies in Taiwan are characterized by being incorporated into a law with education for the disabled, being initiated by the government, broad definition of giftedness, flexibility in schooling and curriculum design, identification mainly based on tests, enrichment-focused, special qualified teacher, and utilization of community resources. Finally, the results of an empirical survey study conducted in Taiwan are presented in terms of public attitudes toward gifted / talented education, knowledge of gifted education policy, justification of gifted and talented education, support system, and educational strategies.
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