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According to the National Association For Gifted Children, “Gifted individuals are those who demonstrate outstanding levels of aptitude (defined as an exceptional ability to reason and learn) or competence (documented performance or achievement in top 10% or rarer) in one or more domains. Domains include any structured area of activity with its own symbol system (e.g., mathematics, music, language) and/or set of sensorimotor skills (e.g., painting, dance, sports).” These students may have better achievement in the following areas: general intellectual ability, specific academic aptitude, creativity or productive thinking, leadership ability, visual or performing arts and psychomotor ability.

Gifted students lose motivation and interest in learning when they are not presented with appropriate learning experiences. Brain research shows that the brain will not maintain its level of development if students are not challenged. (Clark,1997). Many of the gifted students may only perform well in specific subjects and they may have to struggle in some subjects and activities, even having learning disabilities. (Winner,1996) As students, these gifted students may have different interests, areas of strength, ability levels, and temperaments. Every student is different from each other. Sometimes, gifted students need different content and instruction in order to meet their needs. (Winner,1996) We can consider these gifted students as a group of Special Educational Need students (SEN). EDB has prepared Operation Guide on The Whole School Approach to Integrated Education, a guideline for inclusive education in ordinary school, in order to empower schools and teachers to provide high quality education service for both student diversity and SEN.

Catering for student diversity is not intended to even out abilities and performances, but to enable all students to learn and perform to the best of their abilities. The ultimate goal is to stretch the potential of all students...