Abstract
Abstract This article addresses issues related to the identification and assessment of young handicapped and nonhandicapped gifted children. Identification methods that include both formal and informal sources of data are described. Procedures to evalute the quality of identification and assessment plans are discussed. State guidelines regulating the identification of gifted children are presented and critiqued. Finally, two programs in progress at the University of Illinois, one for young gifted/talented handicapped children and the other for young nonhandicapped gifted/talented, are presented as illustrative of effective procedures for identifying and programming for the young gifted/talented population.
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