The gap between the existing program for gifted education in a school or district and the desired program.

One of five aspects of a strong gifted program. The concept that students become more motivated and engaged in learning when they have the opportunity to choose their topic of study for a project and direct their learning and research.

A term for when an individual with significant mental disabilities exhibits extremely high capabilities on a narrow topic. Examples include autistic individuals with exceptional math capabilities or individuals diagnosed with schizophrenia who are talented artists.

A child who can perform a skill at the same level as a highly trained adult.

The idea that creative productivity requires a base level of intelligence. There exists almost no relationship between IQ and creativity in individuals with an IQ above the threshold level of 120.

A student’s preferred mode of response (oral, written, project-based, etc.)

An individual’s mental response to a problem or challenge.

The preferred teaching style, learning methods and classroom conditions for an individual student.

The tendency of gifted children to be at a state of mental development beyond their age, physical development or other areas of development.

A name given to gifted children who participated in a 1925 longitudinal study by Lewis Terman.