IdentificationThe process of identification is perhaps the biggest problem in gifted education. In the United States, an estimated 47,846,000 children are enrolled in public schools in grades K-12. Of these students, approximately 2,393,000, or five percent, are considered gifted (Genius Denied, 2005). Developing procedures to identify these exceptional students can be a daunting task. However, Coleman stated that "identification remains essential to ensure that children receive the services they need to succeed in school" (2003, 1). Educators face several problems when identifying gifted students. First, students from economically disadvantaged families or from culturally diverse backgrounds are significantly underrepresented in gifted programs. In addition, gifted children with other noted disabilities are not represented. These students, also called doubly exceptional students, are particularly difficult to identify and instruct because they may require advanced learning in some areas as well as remedial training in other areas (Winebrenner, 2003). Second, many educators are not trained to handle problems. with intelligence so much above average, and they tend to rely on a single aspect of intelligence, such as an IQ score or standardized test score, to identify intelligent students. These educators need to understand that intelligence is more complex and may be more evident in portfolios, group projects, performance-based assessments, or summaries of work displayed over time. Finally, there is often a disparity between identification and the services concerned. For example, a student identified as advanced in mathematics only would likely not benefit from skipping a grade, as he or she might fall behind in the middle of the test......Willard, P. (2002). Meeting the needs of gifted children. Dodge City Daily Globe. Retrieved February 24, 2005, from http://www.dodgeglobe.com/stories/092702/lif_gifted.shtml. This article tells the story of Erich Steubgen, a gifted student. The article then assesses the emotional aspects of gifted and talented children – how they feel in a regular classroom and warning signs for teachers who might be discouraged by undesirable behaviors. Hagy, J. (2004). Hidden genius. Teachers' Magazine, 15(6), pp. 51-52. Retrieved February 20, 2005 from www.edweek.org. This resource provides information about the frustrations of ID from a parent's perspective. Winner, E. (1996). The poor education of our gifted children. Retrieved April 21, 2005 from www.edweek.org. This article mainly reviews several points I made in my article..