Overview

When dealing with musically gifted children, their caregivers in the family and at school often have to go to great lengths, as identifying giftedness and providing appropriate support can be extremely difficult. The aim is to present current support and diagnostic options for primary school children in order to show why identification and support are often associated with difficulties. The available results indicate that there are still gaps in talent research, especially in the area of musical talent. The lack of a uniform definition of the term 'musical giftedness' also makes it difficult for teachers and parents to recognise musical giftedness and choose the right support measures. Musical giftedness cannot be diagnosed or nurtured using just one method or measure; rather, it always requires the use of several different procedures. Furthermore, differentiation within the classroom can be difficult, as the remarkable characteristics of musical giftedness are not reflected in the curriculum.

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