Representative reactions from eight regular class teachers regarding visits to special education classes for learning disabled students are presented. Reactions stressed the student's need for approval, the success of high expectations and realistic goals, and admiration for the work of the special education teacher. (CL)

Followup and tie in between regular classrooms and gifted programs are essential for quality programing. "Ownership" of the program by the entire school community, including counselors, librarians, and administrators, is also important. (CL)

The paper is a description of how one teacher structured a classroom for five seriously disturbed violent boys (ages 5.5 to 8 years) at a private residential and day school for emotionally disturbed students. Anecdotes are reported as well as the teacher's reflections. Changes in the teacher's original planned class structure while maintaining the…

Argues that regular class placement is inappropriate for the special student because (l) regular classes are too competitive; (2) rejection by other students may occur; and (3) the regular class teacher lacks the necessary special training and support. Suggests upgrading special classes and seeking other methods of integrating students. (SJL)

This book critically examines gifted education in America as a demonstration of meritocracy and elitism in education. It is contended that, by creating and funding gifted programs, schools engage in a form of "educational triage", providing high quality education to an elite minority. The book addresses questions concerning the…

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…