A commentary precedes this previously published study that indicates school modifications for a highly gifted 9-year-old in a mixed ability fifth-grade classroom took little account of affective needs and resulted in limited success in the cognitive area. The student's difficult personality interfered with the success of his schooling. (Contains references.) (CR)
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Special Issue: A Quarter Century of Ideas on Ability Grouping and Acceleration of Gifted Students: Articles from the Roeper Review. Originally published in Roeper Review; v17 n3 p164-68 Feb-Mar 1995.
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