It is not overstated that the core of the debate on the necessity of special education for gifted children is not the necessity itself but the methodology of its management. As a process of intermediate assessment, we need to examine the achievement results of each field indicated as problems when implementing special education for gifted children. Therefore, this research examines the present outcome of assignments in the four major fields and investigates the direction of progress. This process helps to improve the programmes in special education for gifted children overall. This can be utilized hereafter in establishing the future policies of special education for gifted children. Key words : gifted education, professional development for teachers, identification process