While I understand the sentiment behind Ms. Melton's conviction, and I agree with her wholeheartedly that all children have unique gifts and talents, I think it's very important to make a distinction between what it means to "have gifts" and what it means "to be gifted" as is defined by psychology. (I think we would all find it easier to agree on this point if society could simply come up with a less emotionally loaded term than "gifted" to describe those individuals who have advanced cognitive abilities.) Certainly every single child has a wonderful set of traits and abilities that make him or her special and all parents should believe, as Ms. Melton says they must, that their children "are okay". But to "be gifted" means something different:
"Giftedness is asynchronous development in which advanced cognitive abilities and heightened intensity combine to create inner experiences and awareness that are qualitatively different from the norm. This asynchrony increases with higher intellectual capacity. The uniqueness of the gifted renders them particularly vulnerable and requires modifications in parenting, teaching and counseling in order for them to develop optimally."
~Columbus Group, 1991~
In testing administered by a psychologist, individuals must score in the 98th percentile or above to be considered "gifted" (and these high intelligence test scores very often go hand in hand with unique ways of experiencing the world physically, socially, and emotionally as well). Children whose scores place them in the light blue and gray areas on the far right side of the graph below (as much as children whose scores are in the areas on the far left of the graph) will almost certainly find a school system that is geared towards the average learner (represented by the dark blue area) a poor fit for them.