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"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.

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• Learners at the Margins
• Introduction
• Individualized planning
• Early education for disabled and at-risk children
• Elementary-school programs
• Secondary educational programs and transition perspectives
• Gifted and talented students
• Educational Resilience
• Distinct Disabilities
• Introduction
• Learners with visual impairment and blindness
• Learners who are deaf or hard of hearing
• Learners with emotional or behavioral difficulties
• Learners with severe intellectual disabilities
• Learners with language impairments
• Support Systems
• Introduction
• Funding
• Parents and advocacy systems
• Teacher education
• School community linkages

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CHOICE Review

Strongly recommended for reform-minded professionals in both general and special education, this comprehensive handbook proposes that significant change is impossible unless both parties, heretofore isolated from each other, join forces. To develop the context for such critical dialogue, the authors analyze current foreign and domestic research from traditional (i.e., categorical) perspectives, but speculate how such data could be extended to promote more productive outcomes for youngsters with disabilities in less restrictive environments. Investigators examine issues specific to various age levels from preschool to transition planning, and properly include gifted and talented students as "learners at the margins." A somewhat unique chapter deals with the quality of resiliency. The section on support systems (funding, advocacy, etc.) is particularly strong. One of the most critical contributions probes the necessity for revising teacher education for both specialists and generalists to improve the educational experience for disabled youngsters. Educators who casually promote such changes as inclusion without consulting this handbook's current and extensively documented references may be courting failure. Graduate; faculty. B. H. Baskin formerly, SUNY at Stony Brook