Mainstreaming the gifted: Historical perspectives on excellence and equity

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Abstract
This point of view essay argues that the excellence‐equity debate requires policy makers to consider again the democratic impetus toward mainstreaming: this time for the special population of gifted students. Three historical principles are presented to support the idea that to the maximum degree possible gifted students should be educated in the regular classroom to achieve excellence without elitism. Implications of such a policy position are discussed in relation to an evolving new role for specialists in gifted education. Some of the ideas in this article are excerpted, with permission of the publisher, from a chapter in a forthcoming text edited by C. June Maker, Critical Issues in Gifted Education (Volume III, Gifted Students in the Regular Classroom), Austin, TX: Pro‐Ed Publishers.

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