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This article considers the literature on early entry to school for gifted students in the light of recent developments in the education system of Queensland, Australia. It presents the findings of a multiple case study examining attitudes towards provisions for intellectually gifted students in primary schools as they relate to early entry. Results confirm that some commonly reported concerns and negative attitudes still exist, but that a significant proportion of primary school educators recognise that early entry may be a legitimate response to the academic and social needs of young, gifted children. Some alternative practices and implications for the field are considered. |
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