Children gifted with exceptional intellectual ability or other talents may not be recognized within conventional national or local governmental school systems. Some gifted children may appear unmotivated by learning material that isn't intellectually challenging enough for them. Such disinterest may camouflage exceptional intellectual ability, and may provoke a teacher's confusion of lack of motivation with low academic ability. Even when a bright child is identified, it is only rarely possible to provide suitable facilities in which he can develop at his own accelerated pace and undertake work commensurate with his abilities. In the absence of such facilities it is only by chance that the child can develop his talents into constructive channels.