The development of the programs for gifted child comes from the hypothesis that the educational program for extra talented students is not supposed to be the same as the program for the students with normal intellectual capacity. This hypothesis shows that we need some strategies in order to identify gifted child (Kough, 1960: 20). Identifying gifted child is strictly resisted by most of the people because it is believed that word of gifted will be a burden on them whereas others say that  it gives harm to the ones who is not  identified rather than the identified gifted child. Some believe that it is in vain to identify these kinds of children since they will show it anyway.  However, these comments are not correct and cause risky consequences from the point of the writer’s observations.

Gifted children are generally seen as extraordinary learners who do not fail in their school life. They are expected to be most motivated ones although many experience lack of motivation in class. The reality of underachievement in many gifted children makes teachers, parents and counselors get frustrated (McCoach & Siegle, 2005: 22). Effective motivation of talented students is related to leading and directing such students to new areas and needs (Bryan & Shertzer, 1960: 5). There are some studies based on underachieving gifted children, but it is not fully understood so far and it may be from different reasons instead of a specific one.  These are physical, cognitive or emotional problems; that student does not keep up with school instructions; lack of self-motivation, self-esteem and self-control (Fertig, 2006).  Although the motivation of gifted children is really a complicated issue, there are certain things that can be done by teachers to facilitate their motivation (Torrance, 1965: 37). Some of them are to apply unique learning style in classroom, to make students willing, to adapt difficulty of the task according to their abilities (Battle, 2002).

Identifying and motivating gifted children is very important all over the world since these kinds of children need special care and education. Still most of the people, even some teachers and ministry of education, believe that the number of these children is very few, but they underestimate their number because people do not know how to identify and handle with these children. To be aware of these children is very crucial in a society because they should be educated properly and led to different areas. Or else, they will lose their motivation and they will be underachiever or they may use their ability for bad purposes.

This topic also has much importance in terms of people’s own educational, social and personal life. People may encounter such kinds of students who have not been identified before in their class or school. Apart from that, we live in a society; there may be some children who need our help around us. In addition, it is probably to have such kind of child as a parent. Moreover, this issue is not given enough importance in our country. We do not have enough special educational centers for these students; and, teachers and parents do not have enough knowledge in this issue.

Alber, R. S., Ford, D. Y & Heward, W. L. (2005). Setting “Motivation Traps” For Under- Achieving Gifted Students. Gifted children today, 14, 159-170. Retrieved November 15, 2008, from http://www.prufrock.com/productdetails.cfm?SKU=707 Bainbridge, C. (n.d). Top 10 Ways To Motivate Gifted Children. Gifted children guide. Retrieved November 15, 2008, from http://giftedkids.about.com/od/nurturing giftsandtalents /tp/motivate.htm Battle, J. S. (2002). Motivating The Underachiever. Retrieved October 30, 2008, from http://www.about-underachieving-teens.com/motivate-underachievers.html Brodkin, A. M. (2008, April 23). Guiding A Gifted and Talented Child. Retrieved November 20, 2008 from http://www2.scholastic.com/browse/article.jsp?id=3749447 Kough, J. (1960). Practical programs for the gifted. Chicago: Science Research Associates Bryan, J. N. & Shertzer, B. (1960).. In J. Kough (Ed.), Practical Programs For The Gifted (pp.43-51). Chicago: Science Research Associates. Cutts, N. E. & Moseley, N. (1957). Identification. Teaching The Bright and Gifted (pp.12-20). USA, Prentice-Hall, INC. Fertig, C. (2006, July 28). Motivation and The Gifted Underachiever. Retrieved November 15, 2008, from http://resources.prufrock.com/GiftedChildInformationBlog/tabid/57/articleType/Article View/articleId/129/ Motivation-and-the-Gifted-Underachiever.aspx McCoach, D. B., Siegle, D. (2005, Sept/Oct). Making A Difference: Motivating Gifted Students Who Are Not Achieving. Teaching Exceptional Children (Vol. 38, No. 1, pp. 22-27). Torrance, E. P. (1965). Identifying Gifted Children & Motivating Gifted Children To Learn. Gifted Children In The Classroom (pp.19-37). New York: The Macmillan Company. Whitney, C. S. & Hirsch, G. (2007). A 360-Degree Look At Motivation. A Love For Learning: Motivation and The Gifted Child (pp.23-45). Scottsdale, AZ: Great Potential Press.