The Handbook of Special and Remedial Education: Research and Practice is an update of the four-volume Handbook series, which provided a comprehensive summary of the well-confirmed knowledge in the field of special education available through the mid-1980's. The need for an updated second edition grew out of the extensive activity in research, policy developments, and related changes in practices over the past decade. The new single volume gives first priority to a review of the knowledge base, as derived from recent research and practices in schools and related agencies. It notes discrepancies between the state of the art and the state of practice. These disparities are further linked to brief discussions of policy issues and needed research, revisions in training programs, and organizational arrangements in the field.

This edition is segmented into three major sections. The six chapters within "Learning Rates: Issues of Concern and Prospects for Improvement" range from a discussion of early education for disabled children and those at risk, to educational resilience. The six chapters under "Distinct Disabilities" cover such topics as visual, hearing, and language impairments. Finally, the four chapters in "Associated Conditions and Resources" discuss funding, parents and advocacy systems, staff preparation, and emerging school/community linkages.

Hardbound. In this volume the American Association of Colleges for Teacher Education offers the first in a series of state-of-the-art analyses of research, theory, and practice in the various domains of teaching. The knowledge base for teaching and teacher education takes a variety of forms and is drawn from many disciplines and other sources. This volume specifically covers generic knowledge, that is, knowledge considered by the profession as credible and generally applicable in most content areas and throughout elementary and secondary levels of teaching. More than 20 chapters are devoted to the following elements of knowledge essential for beginning teachers to practise: Content of teaching, relationships between content and pedagogy, organization and management, understanding individual students, curriculum planning, context/environment for learning and teaching, and professional functions and responsibilities.

This fourth volume of the Handbook of Special Education: Research and Practice deals with the nature and nurture of gifted and talented youth, issues affecting students with severe disabilities and children and youth at risk. Section one focuses on gifted and talented youth, their identification, practices to accelerate and enrich their learning, their socio-emotional adjustment, and special categories of gifted students. New federal legislation in the US, changing views about intelligence, and growing concern over quality of education, make this section timely and important. Section two concerns students with severe disabilities with topics ranging from how they can be served in regular school and community settings to the transition to work and living in the community. In section three the theme is children and youth at risk from poverty, limited linguistic competence, limited cognitive mastery, and family problems. The chapters highlight what action can be taken to solve the educational problems associated with these risks. Special attention is paid to the problems of education in the inner-city.