Abstract
In this 21st century context, communities and nations cannot afford to lose the talents of any young people. Shifts in thinking and practices are needed: from one-dimensional definitions to varied talents and 21st century skills of creativity, critical thinking, collaboration, and communication; from identification to assessment; from the goal of eminence to wisdom; from special programs to services in inclusive settings. To substantiate these changes, we analyzed student growth in creative problem solving in mathematics and science, and knowledge structure in an Australian school. Significant gains were made by all students at all levels of performance on three assessments, showing that all students in inclusive classrooms benefitted from the implementation of Maker's (1982) talent development principles. Implementing a teaching model such as Real Engagement in Active Problem Solving (REAPS) and assessment of creative problem solving are recommended. Instruments with no ceilings are needed, especially for assessing growth of high ability learners.
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