From the introduction: "The articles written for this special issue on international education of the gifted from Australia, England, Ireland, and Spain all reflect active agendas in the field that are unique to the country of origin. While research from the United States may have influenced how gifted education is shaped around the world, researchers and practitioners within each country have been the real forces behind the programs and services for these students. Common themes do appear to emerge across the articles, however. One of these is the emphasis on teacher development as the key to providing effective services for the gifted. Funding for professional development was a high priority in England and Spain as their legislation is tied to approaching the problem of serving the gifted at the classroom level. It is only when teacher development is coupled with differentiated curriculum, instruction, and assessment that meaningful services would result. While it is a necessary part of the solution, it is hardly the answer in the absence of funding for the direct services themselves and the support within school contexts for these students to be appropriately educated..."

From the Guest Editors:
Introduction to the Special GCT Issue on International Education
Joyce VanTassel-Baska, Mary Ruth Coleman

Programs and Practices for Identifying and Nurturing High Intellectual Abilities in Spain
Sylvia Sastre-Riba, Luz F. Pérez-Sánchez, Angeles Bueno Villaverde

England Policy in Gifted Education: Current Problems and Promising Directions
Valsa Koshy, Carole Portman Smith, Ronald Casey

Gifted Education in the Australian Context
Rosalind L. Walsh, Jennifer L. Jolly

Gifted Education in Ireland
Colm O'Reilly

American Policy in Gifted Education
Joyce VanTassel-Baska