In March 1978, under the suggestion of Chinese-born Nobel Prize laureate Tsung-Dao Lee, China launched its first gifted education program at the University of Science and Technology of China (USTC). Based on nominations and interviews, 21 gifted students aged 11-16 were enrolled in USTC and comprised a special class. Five years later, the early…

The paper distinguishes American and Canadian applications of the terms "mainstreaming" and "integration" in relation to placement of exceptional children in settings which foster interaction between them and their non-handicapped peers such as regular classes in neighborhood schools. The two terms are seen to represent…

There has been serious confusion between the terms "infantile autism" and "emotional disorders" in Japan, especially as pertains to special education classes. Special classes for emotionally disturbed children began in Japan in 1969 with a rapid increase to over 2000 classes by the 1980's. However, most of the children…

The development of special education in Brazil is compared with England and the U.S., emphasizing the predominance of educable mentally retarded as a category and the preference for special class provision. The paper discusses various influencing factors, current government policy and service provision, and the future prospects for integration.…

This conference panel presentation includes five papers on the implications of inclusive education for gifted and talented children. "The Case for Ability Grouping of Gifted Students" (Carolyn Yewchuk) summarizes research results showing that greatest gains were found in programs that grouped high ability children together and provided a…

The present status of gifted education in Nigeria is discussed in terms of the changing perception of giftedness, the learning environment (including home tutoring, acceleration, enrichment, and special classes/schools.) Implications for Nigerian education are discussed including the school statutory age, the mandated curriculum, and educational…

The literature review describes the ideal of "a school for all" which integrates children with and without disabilities from a European perspective. Topics covered include a historical review of discrimination against the disabled, the establishment of private special schools, the increasing role of public educational authorities in…