at fifth-grade level should be receiving fifth-grade instruction and materials. All students should be given the opportunity to develop independent thinking skills, e.g. problem-solving techniques, higher level inquiry skills. All students should be prepared to be lifelong learners. They should participate in classroom decision-making and assume responsibility for their own learning. All students should be allowed multiple means of expressing what they know and how they feel. This allows for differences in cognitive abilities and learning styles. All students should be encouraged to develop a respect for themselves and others, and to accept individual differences. If these basic rights are acknowledged within the schools, then appropriately differentiated programmes for gifted students may be provided within inclusive classroom settings. A list of annotated references outlining educational provisions for gifted students in regular classrooms is appended. IMPLICATIONS FOR GUIDANCE Through interviews with gifted and talented children, Galbraith (1983, p. 17) arrived at eight "great gripes of gifted kids," the major problems they face in school as a result of their exceptional abilities. Here is what the students said: The stuff we do in school is too easy and it's boring. Parents, (teachers, friends) expect us to be perfect, to "do our best" all the time. Friends who really understand us are few and far between. Lots of our course-work is irrelevant. Peers often tease us about being smart. We feel overwhelmed by the number of things we can do in life. We feel too different, alienated. We worry a lot about world