Gifted and talented students typically have high intelligence, creativity, and motivation. Low self-esteem is not a common characteristic of gifted and talented students.

Intelligence tests, achievement tests, and portfolio assessment are all commonly used methods to identify gifted and talented students.

Using multiple assessment methods helps to obtain a more comprehensive view of the student's abilities, reduce the likelihood of misidentification, and ensure that the student is placed in the appropriate educational program.

Academic giftedness is not a type of giftedness. Intellectual giftedness, creative giftedness, and social giftedness are all types of giftedness.

Giftedness is innate, while talent is acquired. Giftedness is general, while talent is specific. Giftedness is associated with high intelligence, while talent is associated with creativity.

Elaboration is not a characteristic of creative giftedness. Fluency, flexibility, and originality are all characteristics of creative giftedness.

Artistic ability is not a characteristic of social giftedness. Leadership, empathy, and communication skills are all characteristics of social giftedness.

Providing gifted and talented students with differentiated instruction does not increase the likelihood of students dropping out of school. It allows students to learn at their own pace, helps students to develop their critical thinking skills, and reduces the likelihood of students becoming bored or frustrated.

High self-esteem is not a challenge faced by gifted and talented students. Underachievement, social isolation, and perfectionism are all challenges faced by gifted and talented students.

Ignoring the needs of gifted and talented students is not a strategy for supporting them in the classroom. Providing differentiated instruction, offering enrichment opportunities, and encouraging peer collaboration are all strategies for supporting gifted and talented students in the classroom.

Summer school is not a type of enrichment opportunity for gifted and talented students. Field trips, mentorship programs, and independent study are all types of enrichment opportunities for gifted and talented students.

Grading papers is not a role of the gifted and talented education teacher. Identifying and assessing gifted and talented students, developing and implementing differentiated instruction, and providing enrichment opportunities are all roles of the gifted and talented education teacher.

Effective gifted and talented education programs are not standardized and uniform. They are research-based, flexible and adaptable, and individualized and tailored to the needs of each student.

Gifted and talented education programs do not increase the likelihood of gifted and talented students becoming criminals. They help gifted and talented students to reach their full potential, reduce the likelihood of gifted and talented students dropping out of school, and help gifted and talented students to develop their critical thinking skills.

Too much funding is not a challenge faced by gifted and talented education programs. Lack of funding, lack of qualified teachers, and lack of parental support are all challenges faced by gifted and talented education programs.