maturity and interests. Seek students whose potential evidences itself in diverse and less obvious ways. Consider motivational factors such as interest, drive, and passion in assessing accomplishment. There are six areas of ability which are often evaluated in order to determine whether or not a child is gifted: generic, cognitive, academic, creative, leadership, and visual and performing arts. They are measured in combinations of standardized tests, peer and teacher evaluations and nominations, and observations of the particular child. As for the legitimacy of these methods, Olszewski-Kubilius assures us that “the available research evidence suggests that these practices are valid” (Olszewski-Kubilius et al., 1998). See also Aptitude Child prodigy Gifted education List of gifted and talented programmes Multipotentiality Positive Disintegration References Coon, P. (2004). Trigram: A Gifted Program Model All Students Can Enjoy. Rural Special Education Quarterly. Retrieved July 16, 2004, from Academic Search Elite database. Clark, B. (2002). Growing Up Gifted. Columbus, Ohio: Merrill Prentice Hall. Freeman, J. (1999). Teaching Gifted Pupils. Journal of Biological Education. Retrieved July 16, 2004, from EBSCOHOST database. McLeod, J. & Cropley A. (1989). Fostering Academic Excellence. New York: Pergamon. Olszewski-Kubilius, P. (1998). The Validity and Effects of Talent Search Educational Programs. Journal of Secondary Gifted Education. Retrieved July 16, 2004, from Academic Search Elite database. Specific Gifted education