Complicating the matter even further is the fact that special education typically exists as an organization within an organization. Schools have generally underestimated the organizational implications of these types of initiatives. The lesson learned here is that while greater than eighty-five percent of students do not require a special education, the remaining twelve to fifteen percent that do constitute a sizable group. If schools are serious about educating students with disabilities, which continues to be very sound public policy, then they have to articulate the importance of the task and model their commitment to producing strong results from their efforts. Likewise, for schools in which the lines between regular and special education are blurring, there is a real and critical need to build organizational structures and supports that enable regular and special education staff to work effectively together in what is truly a shared responsibility.
Introduction Begin with the end in mind.
Fit programs to students, not students to programs. Organizational culture and structure count. The practitioner's role is pivotal. Multidisciplinary instruction is extraordinarily difficult, but well worth the effort. Standards need to be relative, not universal.