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A Light-Hearted Look at Men-taurs

A very cautious approach to this area is vital. The empathetic pull is strong, yet the dangers are many and the probability of succes is not high. The cost in teacher stress and in resources is high. One approach (i.e., for situations where there is screening for 'gifted' classes) has been outlined to cater for disadvantaged children sufficiently able to benefit from an enriched curriculum (see 'Identifying Gifted Disadvantaged Students'). Another approach, urging attention to highly able children in disadvantaged schools, has been described (see `High-Ability Children in Disadvantaged Schools'. But, these approaches do not give sufficient acknowledgement of the difficulties, frustrations and dangers (for the child, teacher or researcher). `Disadvantaged Giftedness' is a maverick concept. There are quite a lot of children who could be identified under this label. Quite a few of them will not be able to make the most of their educational opportunities (see `Relationships not Structures'). However, we believe there is a lot more that needs to be known before educators will be justified in identifying such children and channelling them into special programmes. For a start, we need to know a lot more about the nature of various types of educational disadvantage before we can begin to fashion special programmes for highability disadvantaged children.