Abstract-In this paper we concentrate on the implementation and the results of teaching and learning methods which are based on use of Information and Communication Technologies (ICTs) for understanding of Physics concepts. These methods are simulations, virtual reality, video games and were used to students of all levels, from elementary school to university for undergraduates and postgraduates students. Also these methods include a wide representative range of Physics` branches.

Individuals with special educational needs have the right to enjoy the same quality of services in all areas of their lives and to have equal access to information and knowledge as their fellow human beings without difficulties. Information and communication technologies (ICTs) as a tool on these individuals’ education can contribute in the best possible way to the development of their skills, to building the knowledge required and ensuring equal opportunities in their social lives with the effect of their self- esteem and self-sufficiency reinforcement and consequently their integration into society so that they can live in harmony and equality with all its members. This research is a bibliographic review focusing on the usefulness of Information and Communication Technologies in teaching of the Natural Sciences. The choice of topic was based on the attempt to inform for teaching of Natural Sciences through ICTs as an alternative way of learning for people with special educational needs. The results demonstrated that ICTs are valuable cognitive tool for children with special educational needs on natural sciences learning and also these are useful tool for teachers to be able to teach these sciences. The conclusion is that ICTs should be integrated in teaching of the natural sciences

Gifted and talented students do not constitute one homogenious group. This fact evokes the need for the definition of their characteristics and identification of this population. Undoubtedly metacognitive skills can lead one to recognize his/her strengths and weaknesses and lead him/herself to the upper levels of the pyramid of knowledge. Moreover, identification of giftedness at school requires more than IQ tests, as it is multidimensional. Research argues that early identification and intervention are crucial due to fulfilling their needs for education. Furthermore, early detection of giftedness for students with special needs provides equal opportunities to dual strength students.

Gifted and talented students do not constitute one homogenious group. This fact evokes the need for the definition of their characteristics and identification of this population. Undoubtedly metacognitive skills can lead one to recognize his/her strengths and weaknesses and lead him/herself to the upper levels of the pyramid of knowledge. Moreover, identification of giftedness at school requires more than IQ tests, as it is multidimensional. Research argues that early identification and intervention are crucial due to fulfilling their needs for education. Furthermore, early detection of giftedness for students with special needs provides equal opportunities to dual strength students.