The present book is an introduction to education of exceptional children. It incorporates modern trends and practices in the identification, assessment, placement and education of children with special needs — hearing impaired, visually impaired, mentally retarded, learning disabled, emotionally disturbed, socially disadvantaged and gifted children and the role of the regular teacher in meeting their special needs and managing them in the integrated settings. Special chapters are also devoted for a discussion on integrated education and special education with reference to NPE (1986/1992). The book is designed for use by B.Ed. (General), B.Ed. (Special Education), M.A. and M.Ed. (Special Education) students, faculty members of DIETs and all those who are concerned with the DPEP in different States.

Table of Contents:
1. The Concept of Exceptional Children; Who are the Exceptional Children?; Positive and Negative Deviations; Concepts of Impairment, Disability and Handicap; Types of Exceptional Children; Needs and Problems of Exceptional Children; How are Exceptional Children to be Educated?; 2. Special Education; What is Special Education?; Principles of Special Education; History of Special Education; Objectives of Special Education; The Resource Teacher; The Resource Room; Aids and Equipment; Types of Special Education Services; 3. Integrated Education and Mainstreaming; Background; What is Integrated Education?; Mechanics/Nature of Integrated Education; Scope of Integrated Education; Educational Provisions; Importance of Integrated Education; The NPE (1986) and the POA relating to Integrated Education; Mainstreaming; Components of Mainstreaming; Efficacy of Mainstreaming; Issues in Integration; 4. Integrating the Hearing Impaired; What is Hearing Impairment?; Classification of Hearing Impaired; Identification and Placement of Hearing Impaired; Characteristics of Hearing Impaired Children; Care and Training of Hearing Impaired; Role of Teacher; 5. Integrating the Visually Impaired; Who are the Visually Impaired Children?; Identification and Placement of Visually Impaired Children; Characteristics of Visually Impaired Children; Care and Training of Visually Impaired; Role of the Teacher; 6. Integrating the Mentally Retarded; Concept of Mental Retardation; Mental Retardation and Mental Illness; Classification of MR; Identification and Placement of MR Children; Identification Checklist for MR Children; Characteristics for MR Children; General Characteristics of MR Children; Specific Characteristics of EMR, TMR and CMR Children; Care and Training of Educable Mentally Retarded Children; Role of the Teacher; 7. Integrating the Learning Disabled; What is Learning Disability?; The Concept; The LD and MR Children; The LD, Backward Children and Slow Learners; Types of Learning Disability; Identification and Placement of LD Children; Characteristics of LD Children; Care and Training of LD Children; Role of The Teacher; 8. Integrating the Emotionally Disturbed; Who are the Emotionally Disturbed Children?; Types of Emotionally Disturbed Children; Identification and Placement; Characteristics of Emotionally Disturbed Children; Educational Programme; Role of the Teacher; 9. Education of Gifted Children; Who are the Gifted Children?; Identification of Gifted Children; Characteristics of Gifted Children; Educational Programmes for the Gifted; Role of the Teacher; Underachieving Gifted Children; 10. Education of Socially Disadvantaged Children; Who are the Socially Disadvantaged Children?; Causes of Disadvantaged Conditions; Identification of Socially Disadvantaged Children; Problems of Socially Disadvantaged Children; Educational Programmes for Socially Disadvantaged Children; Appendices; Appendix-1 Normal Milestones of Development; Appendix-2 The Persons with Disabilities Act, 1995; Bibliography