ned that we live on an island, that we live in utopia and not in the real world. Yet it is just the opposite. We believe in individual education because, in reality, every person is different; people cannot be put into common molds" (NSPRA, 1979, p. 67). Roeper School is a private school for gifted and talented students ages three to eighteen. Begun in 1941, it presents an informal, open classroom format to encourage each child's development while recognizing that even very talented children are not gifted in all areas.
The underlying assumption of such homogeneous programs is that gifted children benefit from interaction with others of similar cognitive ability and that separate, exclusive instruction best meets their special needs (Alexander & Muia, 1982, p. 153). The advantages of such separate programs are that they provide opportunities for the gifted to learn how to work cooperatively with other gifted learners, to share their knowledge, to stimulate each other intellectually, and to provide differing insights into areas of particular interest. These are priceless life skills which are quite valuable in successful living. The curriculum can be restructured to meet the higher levels of knowledge, providing a powerful educational experience that includes interaction with other gifted learners and involvement in a specialized curriculum.
Such achievement-oriented programs require excellent teachers. A certain amount of selectivity may be extended into the appointment of the best teachers for the gifted and talented children, teachers with heightened interest, expertise, and experience in working with children of special capabilities (Alexander & Muia, 1982, p. 154). One would hope that these teachers of the most talented children would, themselves, be exciting examples of adult gifted achievement.
Types of exclusive groupings may fall into any of the following formats: summer or weekend schools, part-time special c...