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This article reports on the education of children with motor handicaps and with both acute and chronic health problems. Studies on prevalence of crippling conditions show a population which is fluid, influenced by medical research and mobile with positive and probably etiologic relationships between low socioeconomic status and prenatal and paranatal abnormalities. Throughout the U.S., services for crippled children are being expanded generally. According to the author of this article, the number of children receiving care under the state federal crippled children's program has increased 38 percent between 1950 and 1956 compared with a 19-percent general population increase; the number of children with orthopedica disabilities increased 22 percent. Most obvious decreases are among conditions caused by infection. Sources of information on the number of handicapped children needing services included the U.S. Children's Bureau.

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.