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The article presents an invitation to those who have a well controlled study or observation program that could be reported at the Council for Exceptional Children meeting in Atlantic City, New Jersey in April 1959. Those who have a positive response are encouraged to contact Ivan K. Garrison, the program chairman. His contact information is included in the article.

The article presents an author's comment to the review of their book entitled "Psychology and Education of the Gifted." Problems arise as papers appear in an entirely different context from which they were originally intended. The reviewer evaluated the various individual papers in the book as though carrying the authors beyond what is considered an appropriate behavior for an editor. Although, the author was grateful to the editor for the selection of such a careful and considerate reviewer and for the opportunity to append these afterthoughts.

The article examines the significance of friendship on the intellectually gifted child. The paper reaffirms the assumption that the power fields of friends strengthen each other. Some views close friendship as a personal, mutual awareness, liking and confidence, and a secure satisfaction in interchange. From the perspective of some people, close friendship often referred to as genuine interaction with other persons does many favorable things such as increasing individual socialization, making life more satisfying, widening and deepening his power field, establishing and maintaining good health. Should this be an established fact about friendship, then it is a necessity that arrangements be made for intellectually gifted children which will offer them appropriate social contacts to enable them to build friendships.

The article presents a calendar of events related to education in the U.S. Branch annual meeting of Commission on Education and Communication for Connecticut Federation will be held at Stratfield Motor Hotel, Bridgeport, Connecticut on April 7-8, 1967. The annual meeting of the National Society for the Prevention of Blindness will be held at Christopher Inn in Columbus, Ohio on April 12-14. The National Conference on Education of the Deaf will be held at Broadmoor Hotel in Colorado on April 12-15. The North Central Regional Conference of the Alexander Graham Bell Association for the Deaf Inc. and Minnesota Hearing and Speech Association will be held at Hilton Hotel in St. Paul, Minnesota. The Annual Meeting of the National Association for Gifted Children will be held in Hartford, Connecticut on May 3-6.

The article presents a study of gifted children in Cleveland, Ohio examining multiple superiority generally associated with individuals of high intelligence and its relation to socio-economic status. The gifted children selected for participation in the research project were drawn from communities defined as upper and lower status within the urban area. More lower status gifted children than upper status gifted children usually played outdoors. A factor contributing to the upper status emphasis on reading is the availability of books in the home. Differences in the kind of reading books chosen were noted in responses from the two groups. The evidence demonstrates that among children with unusual mental ability important differences do exist.

The article reports on a study conducted in a self contained classroom of highly talented sixth grade children at the Skylark School in Garden Grove, California, during the 1965-1966 school year. In the Garden Grove Unified School District there were 18 major work classes comprising children whose Stanford-Binet Intelligence Test scores were in excess of 130. The sixth grade class in the project was a high cluster group in which 12 students scored above 130 on the Stanford-Binet and the remaining students scored from 103 to 130 on the California Test of Mental Maturity.

The article discusses special education to visually handicapped children in the U.S. For the partially seeing student, he is expected to function and participate in society as a seeing person. Thus, the partially seeing student must be allowed to take part in the activities and experiences offered to all students. In addition to his special needs for the conservation of sight and special techniques for the most efficient use of what sight he has, the learning of this student must be based upon his developmental needs.

The article presents an overview of a research about the concept of multiple exceptionality with the significant perspective on exceptional learning needs. Researchers have called the attention of those children who possesses unusual learning abilities and disabilities. The study consists of sections including the findings that several gifted men are shown to have been children with specific learning disabilities. Another section is a review of a study that makes a description on the cognitive abilities profiles of gifted children, retarded children and bright children with specific learning disabilities. An educator's interpretation of several exceptional abilities and disabilities as they affect performance in the classroom is also presented in the study. The final portion of the presentation is an outline of the strategies of teaching, showing high verbal abilities are associated with perceptual disabilities.

The article presents a list of publications related to exceptional children including "Constructive Behavior: Stress, Personality, and Mental Health," by E. Paul Torrance, "Education of the Intellectually Gifted," by Milton J. Gold, "Educational Programming for Emotionally Disturbed Children: The Decade Ahead," edited by Peter Knoblock, "Play Therapy With Mentally Subnormal Children," by Henry Leland and Daniel E. Smith, and "Reading Disability: Diagnosis and Treatment," by Florence Roswell and Gladys Natchez.

The article announces that the third Children's Art Month in the U.S. will be in March 1963. It involves schools and many other youth and community groups, who endorsed the Children's Art Month, that are working towards such event, as previous celebrations show that the most successful activities were those with great attention to detail and careful advance planning. In preparation for the March 1963 celebration, the Crayon, Water Color and Craft Institute Inc. has revised and added to its Children's Art Month material, including a paper streamer that shows the Children's Art Month logo and slogan "Art Is Everywhere."

This article profiles Carolyn King, Assistant Executive Secretary for Unit Development. She coordinates the vast network of the Council for Exceptional Children. She also directs to all forms of communication concerning membership. King has worked in different educational areas after she finished her bachelors degree from the Florida State University and master of arts degree from the University of Florida. She also worked in the welfare development of Jacksonville and in a child guidance clinic.

This article offers a definition of the term culturally different gifted child. It reexamines the identification procedure and calls for more research with an emphasis on environmental and sociological variables. The need for qualitatively differentiated program provisions is discussed. The article also points out what is being done to fulfill the special and different needs of the culturally different gifted child and offers information on the educational programs being instituted throughout the US. Some available resources which have generated new materials are provided. [ABSTRACT FROM AUTHOR]

The science of linguistics contributes to the study of cultural diversity and the education of exceptional children. Language is a system of vocal sounds; it is systematic and symbolic; it is in a state of constant change. The ability to learn language (but not the specifics of any particular language) is innate in humans, and all languages and their variations are equally good. The role of linguistics in the educational assessment of culturally different children is emphasized. The linguistic and cultural bias of IQ tests, as well as the role of adaptive behavior and community acceptance in minority groups are discussed. Note is made of the difficulty of identifying gifted children who are culturally different. [ABSTRACT FROM AUTHOR]

The article provides information on some of the ideas, issues and concerns expressed during the Work Conference on the Culturally Different Gifted Child held in North Carolina in September 2005 and provides a preview of more definitive information to come. The barriers which impede the educational opportunities for culturally different gifted children are discussed. The implementation strategies proposed by the participants of the conference are also presented in this article. The strategies were made after identifying the problems and barriers to effective educational programming for the culturally difference gifted child.

The article reports offering by the Council for Exceptional Children Information Center of computer generated bibliographies of selected materials in the areas of gifted and handicapped in Arlington, Virginia. Each bibliography comprises complete abstracts with data bout the availability of the document and a synthesis of its content. The service is offered free of charge. Everybody is welcomed to present their specific request with regard to the disability and problem areas.

The article cites a study related to the instability of sub-scores on forms of SRA Primary Mental Ability Tests. Interest in intelligence and in intelligence quotient (IQ) scores is in a period of upsurge. During the thirties when the nature-nurture controversy was a subject of heated argument, most of the discussion was confined to the professional journals. Today, much of the writing is appearing in magazines with wide public appeal. The emphasis in the popular journals of the gifted child, usually interpreted as the academically talented, has focused many parents' concern on the status of their own children in the race for success. Parents are better educated than they were 30 years ago. They are aware that there are such things as IQ. They know that there is a relationship between IQ and success in school. The authors in the manual state that a profile of these factors gives a clear picture of a child's intellectual strengths and weaknesses in the various factors. This study explores the kind of reliance it is safe to place on the sub-scores.

Focuses on the conscience development and moral judgment of children with varied mental and socioeconomic levels in the U.S. Comparison between emotional maturity of gifted children and average children; Use of the clinical method in assessing the moral judgement of children; Impact of age on the development of moral judgement in children.

The article presents ideas for teachers, administrators and curriculum specialists in extending concepts and materials for the gifted child in science through the classroom or in-service level. Capsule reviews of selected references are included. Integrated skills and content were gathered from various parts of the United States to expand educational boundaries in Science. The emphasis has been placed on learning how to learn. The basic premise is that increasing the capacity for consistent self-direction will serve to realize the ultimate potential of the gifted child in science.

The article offers information about the Cooperative Study Program, an enrichment plan in the fields of the philosophy of science and natural science for gifted secondary school students at Fairleigh Dickinson University and Dwight Morrow High School in the U.S. The purpose of the program was to help gifted students explore problems in the areas of social science and natural science. It has focused on the student's concern and interest in science. The program was evaluated by means of anecdotal accounts and questionnaires.

The article offers information on the enrichment program that focuses on the natural science and science and was conducted to talented high school students of Fairleigh Dickinson University in Teaneck, New Jersey. The study indicated that gifted students have to be given the freedom of expression and individuality in such program to flourish their creativity and intellectual growth. The program was funded by the U.S. National Science Foundation. The students were exposed in activities involving psychology and biology laboratories.

The article attempts to summarize some of the results of the experiment conducted at Michigan State University with Natural Science Honors Section begun in September to December of 1957. The purpose of the follow-up study is to (1) obtain student reactions to their experiences in Natural Science Honors Sections, and (2) learn the fate of Honors Section students. Closer attention should be paid to the criteria used in selecting Honors Section students. Skimming off the upper fraction of high aptitude students is not a completely satisfactory method. The rate of attribution due to poor grades suggests that more attention be given to selecting students in the Fall term.

This article focuses on the study regarding teaching of gifted science students in secondary schools. Segregation has many advantages in dealing with the gifted. It permits enrichment of the course by devices, highly impractical in the average class. With segregation there must be some allowance for a grading system that is comparable in difficulty with the system used in the regular science class. One of the principles of good teaching hammered home in most of the education course. The gifted student should be permitted by curriculum offerings to take advanced courses on the sciences. Gifted students should received equal educational opportunity.

This article examines the function of creativity tests in selecting children for gifted programs and for college admission. To many in the educational community this appeal for the use of creative tests has a comforting ring. It is consistent with the belief that while intelligent people do a fine job of perpetuating the status quo, in a time of rapid change creative individuals are needed to ensure innovation. The use of the said tests is also viewed as consistent with the continuing search for greater educational equality.

This article discusses the diversified trends that represents important advances in the psycho-socio-educational aspects of providing for the gifted and talented children. The authors cited the following trends; Greater concern with curriculum content based upon the conceptual level of the gifted, expansion of the previously narrow interpretation of giftedness through the efforts to measure special abilities and creativity, increased susceptibility of some forms of acceleration as administrative procedures; development and expansion of college and university programs at both undergraduate and graduate levels for teachers specifically trained to work with the gifted, and special programs for the retraining of teachers in science and mathematics and sponsorship of comprehensive experimentation by the U.S. Office of Education and such organizations as Ford and Carnegie Foundations as well as intensification of research activities among local schools and doctoral students.

This article presents several studies concerning motivation and identification of gifted pupils in the U.S. The evidence that accumulated with regard to the need for and wastage of high-level talent led to attempts to discover why such a large proportion of highly intelligent youth did not go to college. The realization that a part but not all of the problem of enabling gifted students to go to college was financial led to more intelligent planning for the awarding of scholarships. The results showed that while means of identification and facilities for counseling were available, little special treatment or help to the gifted as a group was given by student personnel departments.

Tile behavior modification movement has a noteworthy history in the education of exceptional children. Although the formal beginnings of the movement can be pinpointed in the first quarter of this century, its origins and techniques can be traced to much earlier periods. The efforts of several behavior modification practitioners in and peripheral to the field of special education are described in an attempt to put present day behavior modification program; in historical perspective. [ABSTRACT FROM AUTHOR]

The purpose of this study was to review some of the major studies of giftedness, as well as studies of the intelligence testing of ethnic groups, to ascertain if certain groups appear more frequently than others and, if so, which ones are reported and bow consistently they receive mention. [ABSTRACT FROM AUTHOR]

Descriptions of the characteristics necessary for effective teaching of emotionally handicapped children often emphasize personal giftedness. During a four year teacher training program at the UCLA Neuro psychiatric Institute School, a hierarchy of competencies for such teachers was formulated which shifts the focus from educational artistry to trainable competencies. In order of importance, the teacher of the emotionally handicapped should be objective, flexible, structured, resourceful, a social reinforcer, a curriculum expert, and an intellectual model. [ABSTRACT FROM AUTHOR]

The program for the preparation of professional personnel in the education of handicapped children and youth under Public Law 85-926, as amended, is described. The activities conducted by the professional staff of the Office of Education in the administration of this grant program are summarized. These activities include site visits to colleges, universities, and state educational agencies, consulting with professional persons in special education, planning and holding conferences, and preparing publications. Data regarding grants in the various areas of the handicapped awarded to colleges, universities, and state educational agencies during the past two award years are presented. A brief discussion of future trends in the program is included. [ABSTRACT FROM AUTHOR]

Groups of gifted and average elementary school children from upper and lower status backgrounds were compared on measures of height, weight, personality traits, interests, activities, and creative thinking. Group differences between upper and lower status gifted children were found to be associated with differences in socioeconomic background. Group differences between gifted and average children regardless of socio-economic background were also disclosed. The findings emphasize the importance of controlling for socioeconomic status in studies where gifted and nongifted children are compared. [ABSTRACT FROM AUTHOR]

Specific superior skills have been found in behaviorally retarded persons (idiots savants). Kiyoshi Yamashita's graphic genius is given as an outstanding example. The suggestion is made that we design prosthetic environments not only to restore average behavioral function to handicapped individuals, but also to develop special skills to the point of superiority. Supporting examples and an interpretation of specific superiority are given. [ABSTRACT FROM AUTHOR]

The article features several agencies and organizations in the U.S. concerned with exceptional children. The Alexander Graham Bell Association for the Deaf promotes the teaching of speech and speechreading of deaf children. The American Academy for Cerebral Palsy is a professional organization that is open to Doctor of Medicine and Doctor of Philosophy professionals who are actively engaged in handling children with cerebral palsy. The American Academy of Pediatrics is a professional organization that works for exceptional children's health and welfare by fostering interest in pediatrics. The American Association for Gifted Children is a non-profit organization with restricted membership works to nurture appreciation of the possibilities and capabilities of gifted children.

The article focuses on precocious development of a boy named Larry Wilson, an exceptional child. Wilson had undergo a series of diagnostic tests at the Child Study Center to identify his achievements and to develop his talents. The boy's intellectual, visual-motor, socio-emotional and linguistic status were being examined. The testing and clinical interviews conducted on Wilson found out that the boy is exceptional in areas of general intelligence, visual memory, listening vocabulary, social maturity, speech and hearing development, range of interests and home background.

The article presents a study which identifies the characteristics of the gifted children in the U.S. The school systems throughout the country have often made decisions on identification, programs and policies for gifted children on the basis of the studies of researcher L. M. Terman. Recent research on underachievement and low achievement has pointed consistently to the important role of personality factors in achievement at all levels of schooling. However, few researchers have been concerned with the contrast between the number with intelligence quotient (IQ) of 140 or above located in Terman's search for the gifted and the number with IQ of 140 or more in the 1937 revision of the Stanford-Binet Test.

The article discusses some factors associated with underachievement and overachievement of intellectually gifted children in the U.S. Some factors considered in this study affects the academic performance of the child including the attitude of parents, adequacy of self-concept, peer relationships, social maturity and creativity. Hypothetically, overachieving gifted children had less authoritarian parents with favorable attitudes toward their children. Lastly, overachieving gifted children views themselves as more accepted and valued by their parents and by others, they are realistic in their self-concept and are socially mature than underachieving children.

This article explores the curriculum frontiers for the elementary gifted pupils in the U.S. The author seeks to reverse the traditional approach based on the belief shared by an increasing number of behavioral scientists. It is noted that one of the most promising frontiers to be discovered is self-initiated learning. Another important curriculum frontier is being opened up with experiments in creating responsive environments. It was found out that the elementary period is too early for children to start developing their self-concepts. Therefore, an important curriculum frontier in the education of gifted children pupils is to be found in helping them search for and develop their uniqueness.

The article discusses the enforcement of second language in special education programs for visually handicapped children in the U.S. The concept of learning a second language lies in the fact that the person who is interested to learn refused to recognize that language is a skill and not a rational discipline. Consequently, language can be learned through practice, and by constantly doing it, it can be mastered. Therefore, practice and application is the best way of mastering a foreign language in such a way that one should live for a few years in the country where the language is spoken. As a summary, any child who can hear and speak is fully capable of learning a second language and the reason for the application of this learning technique is to help visually handicapped children to a fuller measure of the experience available to them by making them ear-witnesses to the culture of the world.

The article discusses the approach to classify educational programs for mentally retarded children in the U.S. In the process of classification, psychologists play an important role for they are most often to be the person in-charge for the task. Based from a study, it was found out that some mentally retarded children can be accommodated in the regular program, while others should be placed in special classes. This finding could be an initial basis for enforcement with the aid of the teacher's first impression of the child by administering some tests.

The article presents a report that provides a series of impressions on the high spots in the survey of research on gifted children. The report suggested that the fault leading to the danger of research leadership outstripping educational followers and the duality of what is known and what is done possibly lies in the educational practice and the researchers as well. Research must be restated to maintain the rapport between theory and practice. The author also provides a list of several fields of professions that needed an explanation in different terms regarding the implications of the research on the gifted children.

The article presents a perspective on the significance of subjective or personal experience in understanding the complex phenomena associated with exceptional children. According to the author, the attempt to maintain strict objectivity in research, theorizing or service is not only regarded undesirable but also regarded as a myth. Research or theoretical procedures based on one guideline of interpretation may clarify propositions to workers using different guides. The authors cited that research is designed to reveal the extent to which the abstractions of various theoretical systems are equivalent and might produce, not only more clarity, but valuable information of other kinds.

The article evaluates a proposal for a training program of teachers of disturbed and maladjusted children. The term socially maladjusted and emotionally disturbed refer to two different orders of phenomena. One is manifest behavior which is the deviation of from the range of conformity norms, developmental norms, or social growth norms. Educational goals applicable with this children includes the induction into culture by providing them with opportunities for self-realization and the achievements of necessary and worthwhile skills, knowledge, feelings, attitudes, and appreciations so that they may learn their roles in the society. Training for teachers in preparation to handle these kind of children include supervision, seminars, and consultation. With regard to the content of teacher training, it is suggested that there should be contribution from psychiatric profession, psychological field, sociological sciences, expertise with community organizations, body of knowledge defining the orbit of competencies, mastery of skills in practical arts, and one year practicum working with these socially disturbed and maladjusted children.

The article presents information on some aspects of enrichment among students. Enrichment in education keeps the child in his own age group and with children of various levels of ability. It consists of the selection and organization of learning experiences appropriate to the adequate development of the youth. Enrichment falls into three basic dimensions such as the horizontal, vertical, or supplementary. The teacher's tendency to adopt one of these three basic dimensions as a guide in selecting enrichment activities is an essential factor in determining certain things that should be taught to a child.

The article focuses on the study of efficient and effective means of locating gifted children in junior high schools in the U.S. It lists questions relating to locating children who might be gifted based on direct investigation. The first step in the inquiry involves the finding which pupils the teachers consider to be mentally gifted. It also considers the honor roll listing from different grades in junior high school in the screening method. The final procedure uses the results of standardized achievement tests.

The article focuses on the factors that influenced the education of talented students in the U.S. The author implies that education of the talented can be fully achieved only if the public comes to place greater value on the training of the mind and the place of the disciplined mind in the society. Talented students must be taught to work and made to realize that they have special abilities and special obligations. They can take and should be given more independent work, even at an early stage, with more responsibility and less class supervision.

The article discusses the status and function of research in special education in the U.S. The need to improve the quality of research is recognized. Since research is an expensive undertaking, the move to improve quality can be achieved through federal grants. As more funds become available, either from private or public sources, it is imperative to utilize available research monies through the highest quality of research planning, operation, and reporting. With this consideration, the intended effect of educational research with exceptional children, which is to improve school and institutional practices aimed at helping a child deviate to grow and to learn, will be realized.

The article discusses the origination of underachievement of gifted students and its relation to parental home environment and to the accomplishment of developmental tasks. Poor student performance is considered as personal and social loss, which must be eliminated if society is to continue its rate of progress. Achievement and underachievement among gifted children maybe viewed as social and asocial responses regarding developmental tasks either nurtured or denied by the parental and educational environments.