ABSTRACT
This book has described much of the research pertaining to television and ED, LD, MR, and intellectually gifted children, with particular focus on viewing habits, comprehension, reactivity, and mediating environmental influences (e.g., parents and teachers). It has also discussed the rather limited attempts to use television to teach academic, language, or social skills to exceptional children. In order to provide a perspective on where this body of knowledge fits into the larger literature on children and television, brief reviews of the studies on non-labeled children were included. Although the focus throughout the book has been on empirical studies, this last chapter departs somewhat from this approach to accomplish a very different set of objectives:
To summarize the research findings for each group of exceptional children and offer practical suggestions for care providers.
To discuss the more recent television-related technologies and their implications for exceptional children.
To offer our ideas on future directions for research.
