Turkey adopts a single-state (centralized/unitary) system that results in following the same identification procedures and providing similar service delivery options for the entire country. At first glance, this might seem like a fair way to achieve equity within public school gifted programs. However, a close look at this system reveals several handicaps such as implementing the same teacher training program for all teacher candidates, ignoring the unequal opportunities provided in the most (İstanbul) and least (Şırnak) economically developed cities, and the accessibility of services delivered to gifted students. Turkey has paid much attention to the education of the gifted and taken several important steps for improvement in the last three decades. However, a need for bigger changes to achieve equity in gifted education is clear. With a careful planning and implementation, appropriate changes might pave the way for gifted students to access more equal opportunities to fulfill their potential.

土耳其采用单一国家（中央/统一）系统，因此遵循相同的身份识别程序并为整个国家提供类似的服务提供选项。乍一看，这似乎是在公立学校天才课程中实现公平的一种公平方式。然而，仔细观察这个系统会发现一些障碍，例如为所有教师候选人实施相同的教师培训计划，忽略了经济最发达的城市（伊斯坦布尔）和最不发达的城市（Şırnak）所提供的不平等机会，以及所提供服务的可及性给有天赋的学生。在过去的三十年里，土耳其非常重视天才教育，并采取了一些重要的改进措施。然而，要实现天才教育的公平，显然需要进行更大的变革。