In this paper the attitudes of

This paper reports a component of research that involved interviewing teachers identified as

Aboriginal children are chronically under-represented in programs for gifted and talented children. Among the reasons suggested is an absence of an understanding of the concept of giftedness from an Aboriginal cultural perspective. It is proposed in this paper that such an understanding is necessary to provide a basis for the development of identification processes and programs appropriate for gifted Aboriginal children. The study reported in this paper demonstrated that the concept of giftedness is compatible with Aboriginal culture and that giftedness and talented performance are believed to be a consequence of individual ability, commitment, and fortuitous environmental factors. Research information is also reported which indicates domains and fields in which gifts and talents are most valued within Aboriginal culture. It is concluded that identification and provision constructs should be developed within cultural specific parameters.Giftedness is distributed across all cultures. It "is not the prerogative of any racial or ethnic group, any social class, or any residential area. It may lie untapped in some situations and under some conditions, but no population has either a monopoly on or any absence of talent" (Passow, 1972, p. 31). A critical consideration however, is that the concept of giftedness, criteria for definition of the gifted and their identification, need to address cultural realities. It is important also that community members participate in setting these criteria and that definition and identification avoid categorization and separation which could be contrary to cultural values (Bernal, 1981; Braggett, 1985; Florey, Nottle, & Dorf, 1986; George, 1983, 1987) . This paper specifically addresses the concept of giftedness within Aboriginal culture. Prior to the advent of European settlement in Australia these people, uniquely hunters and gathers, lived in undisturbed isolation from external cultures for over 40,000 years. During that period the Aboriginal people developed a rich culture and unique intelligence with aptitudes shaped by their environment and continuous hunting and gathering life style (Kearins, 1988b, 1988c). The various Aboriginal groups identified valued gifts and talents in their people and prepared their special skills and knowledge in areas like healing, lore, story telling, religion, music, crafts, hunting, and tracking (Elkin, 1945). In contemporary Australia it is also apparent that some Aboriginal people have developed their gifts and talents to become outstanding and renowned sport persons, artists, authors, poets, playwrights, administrators, and leaders. The first section of this paper looks at the participation of Aboriginal children in school programs for the gifted and talented. The second section outlines the research method used to obtain data relevant to an Aboriginal cultural perspective on the concept of giftedness. Finally, results of that research and their implications for education for gifted and talented Aboriginal children are discussed.