To deny that special education has played an important catalytic role in the recognition and development of gifted education would be to ignore the positive lobbying efforts of CEC for legislation, the graduate training programs provided by many universities and the wealth of literature and research provided by professors and students in those graduate programs. Special education has indeed provided a good incubator and haven for gifted education. Now, those same special educators have recognized the limitations, and in many cases, the isolation of special education from general education (Abraham, 1986; Cox, Daniels, and Boston, 1985;Passow, 1986) and indeed from gifted education (Daniels, 1983;Maker and Whitmore, 1985). Their words are somewhat echoed by Secretary of Education Bennett, who separates gifted education from special education, but compares them as often presenting fragmented education, and in so doing, places the educational responsibility of the gifted on all of society (Bennett, 1986).To determine the future placement of gifted education necessitates an investigation of its current status nationwide. What provisions for the gifted are currently included in special education within the fifty states? This investigation will focus upon provisions for the gifted within P.L. 94-142, the education of the classroom teacher, and the educational requirements for states requiring certification for gifted teachers.
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