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. Meaningfully involved families are assets, not liabilities. Improving regular education reduces special education expenditures.