High-end giftedness has to be understood and defined professionally and scientifically. Besides intelligence, various other factors are relevant to the development of high-achievement which is based on individual cognitive and co-cognitive potentials and behaviors. That is why we focus on the best learning practices to foster the children’s personal capabilities. This also includes the development of good learning conditions, settings and frameworks. Frequently a child with high or specific potentials does not fit in the normative learning environment of his or her school. However, this should not be the problem of the child; it is the framework that does not meet the needs of this kid. An appropriate promotion adapts the needs and potentials of the talented. This effects how the child can transfer his or her potentials into adequate high achievements within positive relationships to teachers and the peers of the class.
