Forty-eight textbooks in educational psychology published after 1950 were located for review. Half the books were published before 1975 and half following 1975. The purpose of the study was to describe changes in coverage and treatment of individual differences and special populations since the passage of Public Law 94-142 (the Education for All Handicapped Children Act) in 1975. Specific questions included: How are the problems of individual differences and/or special populations presented? How is the role of the teacher described in developing solutions to the problems of individual differences and/or special problems? To what extent are categories or labels portrayed as instructionally useful? Results indicated that there have been changes in treatment of individual differences and special populations. Advice from a special populations perspective was much more likely to be definitive and authoritative with regard to the education of such populations, and this treatment often suggested a relatively passive role for teachers and a more active role for specialists. The 48 textbooks and 4 additional references are cited. (PB)