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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.

The article provides information about the Council for Exceptional Children's (CEC) Division on Teacher Education in the U.S. The council's purpose was to enhance the profession through a focus on all areas of special education. It is currently involved in a host of professional activities including legislation pertinent to special education. Most members are involved in helping to revise the standards and program sequence for teacher education. Membership in the division is open to all member of the CEC.

The article focuses on the accomplishments of the Teacher Education Division (TED) of The Council for Exceptional Children (CEC) in the field of special education. It has provided a special education framework which is essential in order for the profession to maintain some measure of cohesiveness and communality. CEC and TED are collaborating to create a directory of college and university teacher education programs. The division is also considering to improve the content of its quarterly newsletter.