Abstract
The Actiotope Model of Giftedness (AMG) is one of the most promising models in the field of the nurture of the gifted. It addresses education of the gifted from a comprehensive perspective, unlike other unilateral models around the world. To the best of the researchers' knowledge, not a single study has been conducted on this model in Arab countries. The current study sought to identify the reality of the nurture provided to gifted students in Sudan by surveying the historical beginnings and the current reality, and then reviewing this reality from the perspective of learning sources in the AMG. This review was based on examining documents and surveying the various aspects of this reality based on comprehensive systemic learning resources. The study examined exogenous and endogenous learning sources and clarified the limitations in each. It was recommended that great effort be exerted by the state, its institutions, and the whole of society to promote education of gifted students in Sudan.