The aim of this review is to synthesize the results of multiple studies that measured teachers' attitudes towards gifted students and their education. A total of 1,356 references, 28 of which met our selection criteria, were identified through a literature search. The results suggest that teachers generally have a positive attitude toward the…

The Individuals with Disabilities Education Act (IDEA) requires that schools assist students with disabilities to develop independent living skills and abilities essential to succeed in most of their life's endeavors. According to the law, each student with a disability must have an individualized education program (IEP), and the IEP must address…

Nearly 30% of U.S. schools have students with severe disabilities who participate in a self-contained adapted physical education (SAPE) setting, separate from their typically developing classmates. It is imperative that physical education teachers become familiar with pedagogical strategies for planning and teaching SAPE. The purpose of this…

This paper examines research findings concerning the loci of the pervasive academic underachievement among deaf and hard-of-hearing (DHH) children and issues associated with interventions and instructional methods that could help to reduce or eliminate it. Investigators have hypothesised that at least 50% of the variability in DHH students'…

The purpose of the study was to explore the current perceptions of adults who were enrolled in the gifted program of the St. Louis Public Schools in the fall of 1959 or spring of 1960. At this time in history the Cold War was a reality and the U.S. enacted the National Defense Education Act (NDEA) to find talented young people and give them the…

The use of various resources in special education in Scotland is described in this collection of 12 papers. Written by classroom teachers, the first five relate individual attempts to deal with particular problems, i.e., science education for the visually handicapped, two different approaches to teaching the mentally handicapped, art for the…

THE MENTALLY RETARDED PERSON MUST LEARN TO COPE WITH THE FUNDAMENTAL PROBLEMS OF DAILY LIVING FROM THE STANDPOINT OF HIS UNIQUE HANDICAP. SOME OF HIS NEEDS INCLUDE LEARNING TO--MAINTAIN A STATE OF PHYSICAL WELL-BEING, LIVE SAFELY, UNDERSTAND HIMSELF, GET ALONG WITH OTHERS, COMMUNICATE IDEAS, USE LEISURE TIME, EARN A LIVING, BE A HOMEMAKER, ENJOY…

The learning needs of blind and visually impaired children can be categorized into three groups: (1) needs met by adapting the curriculum; (2) needs met by changing the instructional methodology; and (3) developmental and educational needs unique to these students. (Author/CB)

Every child has characteristics, interests, abilities, and desires of his own. This is true of a child with a visual handicap whether the handicap is a mild one, correctable with glasses or treatment, or one as severe as blindness. A physical limitation, however, may adversely affect an individual's development, especially if proper help is not…