This Issue

IN 1993, THE U.S. DEPARTMENT Education proposed its most recent definition of giftedness. This definition was groundbreaking, because it represents the most proactive, inclusive, student-centered, and humanistic definition, thus far. According to the definition, children and youth with outstanding talent perform or show the potential for performing at remarkably high levels of accomplishment when compared with others of their age, experience, or environment. The definition also included the critically important idea that giftedness can be found in all socioeconomic groups and in all racial and cultural groups. This definition, therefore, calls on educators and policy makers to leave no child or group ignored in searching for gifts and talents.

Unfortunately, many students from particular demographic backgrounds are not being identified as gifted or receiving gifted education services (Ford & Harris, 1999; Ford & Moore, 2004; Moore, Ford, & Milner, 2005). In turn, these children and youth--especially ethnic minority and low-income students--are being left behind in schools that fail to recognize their strengths and, thus, fail to meet their educational needs. Although there is no standard pattern of talent or academic ability among gifted students, the research clearly indicates that White, middle-class students are overrepresented in gifted education programs, and that students of color (i.e., African Americans, Hispanic Americans, etc.) are underrepresented (Baldwin, 2004; Ford & Harris, 1999).

   There is no more varied group of young people than
   the diverse group known as gifted children and adolescents.
   Not only do they come from every walk of
   life, every ethnic and socioeconomic group, and every
   nation, but they also exhibit an almost unlimited range
   of personal characteristics in temperament, risk taking
   and conservatism, introversion and extroversion,
   reticence and assertiveness, and degree of effort invested
   in reaching goals (Robinson, 2002, p. xi).

Stated differently, outstanding talents are present in children and youth from all cultural groups, across all economic strata, and all areas of human endeavor (U.S. Department of Education, 1993). How we define and perceive giftedness is critical for all students, especially underrepresented groups. The federal definition is significantly different from previous definitions in several ways: (a) it focuses on the notion of developing talent and potential in students, (b) it recognizes the importance of considering how experience and environment influence development, (c) it recognizes the need to compare students by experience and environment, and (d) it urges educators to be mindful that outstanding talents are present in all groups; thus, no child should be denied gifted education services--left behind, that is--based on race, socioeconomic status (SES), or other sociodemographic variables. Despite this bold and inclusive definition, we have yet to resolve a persistent issue in gifted education--the underrepresentation of ethnic minority and low-income students in programs and services for gifted students. That is, one of the major issues of contention in the field of gifted education is the persistent and pervasive underrepresentation of certain groups of students in gifted education. Moreover, few educational professionals (e.g., teachers, school counselors, and administrators), even those with formal training in gifted education, have been trained to work with gifted students who differ from middle-class, White students. Thus, school districts frequently hold professional development workshops in an attempt to better prepare these educational professionals to work more effectively with these groups.

This special theme issue is designed to provide teachers, school counselors, and administrators with an overview of the field of gifted education with the primary focus being on assisting these educational professionals in the broad areas of: (a) recommended assessment practices and (b) recommended services in gifted education. Each article focuses on a specific group of gifted students (i.e., underachievers, ethnic minorities, low-income students, and those with special education needs) relative to identification, assessment, and services. With its focus on these special populations of gifted students, this special theme issue addresses an important piece of educational legislation--No Child Left Behind. Although this legislation is not the primary focus of the theme issue, philosophically and conceptually, it lays the foundation for the theme. With our focus on identifying and serving underrepresented groups, we are urging educators--teachers, school counselors, and administrators--to leave no child behind and to otherwise promote the gifts and talents of all children and youth.