Part I: IntroductionGifted and talented students are so "smart" that they can be left alone with a textbook and will learn the material without much help from the teacher. Gifted and talented students have such skills, it is unfair to average students if I spend time with gifted students. Gifted and talented students have no problem. Gifted and talented students do not deserve more funding or educational resources. The previous statements are just myths about gifted and talented students. In reality, gifted and talented students need just as much – if not more – resources and support than their average-class peers. However, there is a reluctance to grant this additional help to a group of students who are, by definition, “gifted” with abilities above the average student. Thus, testing and developing their abilities becomes less of a priority and these gifted and talented students find themselves floundering in boredom in a regular classroom. Lack of recognition and failure to recognize the talents and skills of students with such abilities early in their education can easily lead to negative consequences later in life. Gifted and talented students become depressed and frustrated. (This section is not written, but will contain the following aspects: - solutions to the problem with emphasis on a specific solution - how the solution can be implemented to solve the problem) Part II: History The problem of Gifted and Talented is primarily a topic of great controversy in the world of gifted and talented education. The very definition of the term “gifted and talented”. Some educators define it by demonstrated precocity while others cite well-known intelligence tests like the Stanford-Binet as in the middle of an article......with depression. The English Journal, 92 (4), 28-32. Hall, G., Quinn, L., & Gollnick, D. (2008). The joy of teaching. Old Tappan, NJ: Pearson Education, Inc. Jacobsen, M. (1999). The Gifted Adult: A Revolutionary Guide to Unlocking Everyday Genius. New York: Ballantine Books. Marland, S. P., Jr. (1972). Gifted and Talented Education: Report to the United States Congress by the United States Commissioner of Education and Background Papers Submitted to the United States Bureau of Education, 2 vols. Washington, DC: U.S. Government Printing Office. (Government documents Y4.L 11/2: G36)Slavin, RE (2009). Educational Psychology: Theory and Practice, 9th ed. Upper Saddle River, NJ: Pearson. US Department of Education. (November 13, 2009). Purpose: Educational program for gifted and talented students by Jacob K. Javit. Retrieved from: http://www2.ed.gov/programs/javits/index.htm