This journal issue focuses on instructional methods for teaching the English language arts to gifted and handicapped children. The articles discuss a variety of topics, including (1) remedial language instruction; (2) improving a dyslexic student's spelling; (3) creative writing for the language disabled; (4) writing instruction for emotionally or mentally retarded mainstreamed children; (5) young adult literature featuring handicapped characters; (6) teaching ideas for exceptional students, including literature study and word origins; (7) writing enrichment opportunities for gifted students; and (8) decreasing testing in favor of more reading and writing. (HTH)