This issue provides invaluable insight into the issue faced by gifted students, especially twice exceptional and underrepresented students. The authors clearly describe special populations, including gifted/learning disabled students, underrepresented gifted adolescents and the often–neglected gifted students with emotional disabilities. They also closely examine various programs for these populations such as the highly successful High Hopes project. This issue also supplies reports on new psychometric data, presenting analyses using self–concept and personality data as well as the new Woodcock–Johnson Test of Cognitive Ability.
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