This study used virtual reality technology to simulate a variety of reading disorders and examined their impact on the degree of teacher awareness on the cognitive experiences dyslexic pupils encounter while trying to read. It compared the effectiveness of VR to better enhance the awareness of the teachers with the effectiveness of watching a film, and found VR to be more effective.

This paper is an attempt to reconsider issues of sameness, difference, equality, and democracy in present public school systems. It focuses on the question of (dis)ability and the implications of rethinking (dis)ability as an ontological issue before its inscription as an educational one concerning the politics of inclusion.

This paper compares the problem of social maladjustment addressed during the child guidance movement of the 1920s and 1930s with the issue of minority overrepresentation revealed in the late 1960s and persisting to the present.

The authors consider the relationship between colonial oppression and the oppression experienced by people with disabilities. Implications for education theory are discussed.

This article examines the origins of the development of a separate professional identity as special educators for teachers of children with disabilities in the United States.

Two assumptions underlying gifted education are considered: (1) that gifted children are empirically identifiable; and (2) that the needs of gifted children differ significantly from children in general. Equity issues are addressed, and possible ways of interpreting equality are presented.

Because Acquired Immune Deficiency Syndrome has been construed as a disease of the "other" who is somehow not part of society, efforts at education are destined to fail. Individual rights can easily be suborned to the perceived public good. Educators are urged to grapple with the ethical issues.

A response to Barry Bull's article, Eminence and Precocity: An Examination of the Justification of Education for the Gifted and Talented.

Special programs for gifted and talented children cannot be justified. A program of education for gifts and talents is proposed. Since it would be open to all, it would naturally serve the special educational needs of the precocious in a way that is less morally problematic than selective programs.

The author replies to Virgin Ward's response to his article, Eminence and Precocity: An Examination of the Justification of Education for the Gifted and Talented.

Compensatory education students and mildly handicapped special education students would be better served by a single system meeting the needs of both groups. Student classification methods, historical, political, and pedagogical reasons for separating the programs, and alternatives to the existing arrangement are discussed.

The author discusses two particular problems—gifted children in small cities, and certain aspects of the etiology or causation of very superior minds.

The authors of this commentary were hired by the New York City Department of Education at the request of the plaintiffs’ attorneys in the Jose P. litigation to conduct an independent evaluation of the Department's recent special education reorganization. We found that the reorganization has moved special education in New York City in positive directions; however, we also identified a number of significant challenges that remain. We hope that the results of this evaluation will provide guidance to other school districts struggling to meet the legal requirements of the Individuals with Disabilities Education Act (IDEA).

This commentary consists of found poems derived from interview transcripts of caregivers of children with exceptionalities. Each poem represents a composite of participants’ experiences through snapshots of their lives as impacted by their children’s educational system, culture, and ability. Disappointments, victories, and hopes for their children’s future are revealed.