The Rice School, established in 1891, was the first formal program specifically designed for gifted students.

The Cleveland Plan, initiated in 1921, aimed to identify and group gifted students based on intelligence testing.

Howard Gardner introduced the theory of multiple intelligences in his 1983 book 'Frames of Mind'.

While giftedness is often associated with leadership qualities, it is not an inherent characteristic according to NAGC.

Critics argued that the traditional approach overemphasized IQ testing and neglected other aspects of giftedness.

Joseph Renzulli's Three-Ring Conception of Giftedness emphasizes the importance of considering potential and motivation in addition to current achievement.

The Marland Report, published in 1972, aimed to provide a comprehensive definition of giftedness and establish criteria for identifying gifted students.

Leadership giftedness is not specifically identified as a type of giftedness in Renzulli's Three-Ring Conception of Giftedness.

The Jacob K. Javits Gifted and Talented Students Education Act of 1988 aimed to provide federal funding for programs serving gifted and talented students.

James Webb, a psychologist and educator, is credited with introducing the concept of 'twice-exceptionality', referring to individuals who are both gifted and have a disability.

The Worcester Plan, implemented in 1922, focused on providing enrichment opportunities for gifted students within regular classrooms.

Traditional gifted education programs are often criticized for not providing enough support and challenge for gifted students, rather than providing too much.

Lewis Terman developed the Stanford-Binet Intelligence Test, an adaptation of Alfred Binet's original intelligence test, in 1916.

The National Association for Gifted Children (NAGC) is a professional organization dedicated to advocating for gifted education and providing resources and support to educators and families of gifted children.