APPROACHES TO EDUCATING ABLE STUDENTS OF 45 HIGH SCHOOLS WERE PRESENTED. MOST OF THE SPECIAL PROGRAMS FALL INTO ONE OF TWO CATEGORIES--SPECIAL CLASSES ORGANIZED IN PLACE OF REGULAR ONES, AND ATTEMPTS TO ENRICH OR ACCELERATE THOSE CLASSES ALREADY SCHEDULED. THE CURRICULUM OF MOST OF THE SCHOOLS FOR THESE STUDENTS INCLUDED ENGLISH, PHYSICAL SCIENCE, MATHEMATICS, GENERAL SCIENCE, AND FOREIGN LANGUAGE. THEY USED SUCH UNIQUE ARRANGEMENTS AS RAPID GRADE ADVANCEMENT, SEPARATE CURRICULUM TRACKS, AND RAPID SUBJECT MATTER PROGRESSION. SPECIAL MATERIALS, LIBRARY VOLUMES, LABORATORY FACILITIES AND SUPPLIES AS WELL AS OTHER AIDS WERE USED. TEACHERS THEMSELVES WERE USUALLY INVOLVED IN SOME TYPE OF SPECIAL PREPARATION. GUIDANCE, COUNSELING, AND SPECIAL ADVISEMENT WERE USUALLY INCLUDED. SOME OF THE PROBLEMS ENCOUNTERED INCLUDED SCHEDULING, INSTRUCTION, GRADING, STUDENT ATTITUDE, AND PARENT ATTITUDE. HOWEVER THE EDUCATORS AND THE EVALUATION OF THE STUDENTS' PERFORMANCES PROVED THAT THE PROGRAMS WERE INDEED BENEFICIAL.