Abstract
The purpose of this paper is to give an overview of the different ways to differentiate education for gifted and talented pupils in Finland. The recent trends of decentralization and ungraded school system are discussed as national policy effecting gifted education. Special schools and programs designed for gifted and talented pupils are investigated in the theoretical framework of Gardner's theory of multiple intelligences. Finland's strengths in supporting academic and creative talents in the gifted programs are identified. A greater need to endorse the social and affective needs of gifted pupils is acknowledged with a recommendation to include more approaches fostering intrapersonal and interpersonal intelligences identified by Gardner into gifted education programs.
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