The effects of the label gifted on students identified for special programs

Recent literature on the effects of the label “gifted” on students who have been identified for special programs indicated an overall positive attitude toward the label. Six hundred students grades four through twelve who had been identified for special education programs for the gifted in Kansas completed a survey that elicited information regarding their feelings about the label “gifted.” The results provided corroborative evidence that the label “gifted” is perceived more positively than negatively by students. While there were some negative reactions, the students seemed to accept the label as a “requirement” for admission to programs that offered challenging learning opportunities.