Designed to equip prospective teachers with the skills to recognise and respond to the needs of intellectually gifted students, including those from disadvantaged and minority groups. Critically examines theories and definitions of giftedness which currently influence education systems in Australia, and NSW in particular, and focuses on different forms and levels of giftedness. Introduces objective and subjective methods of assessing the abilities and achievements of gifted students. Examines the cognitive and affective development of these students in the light of current research on providing optimal contexts for learning. Introduces systematic approaches to differentiating curriculum for gifted and talented learners.