Recent reform initiatives have placed the responsibility for effectively educating students with special learning needs in general education. A driving belief of the "general education initiative" is that more students can be effectively served in general classrooms than is currently the case. Two areas (i.e., school climate and parental involvement) that must be discussed if such reform efforts are to make a real difference are presented in this article. Practical suggestions are provided for professionals to consider when embracing questions related to the best and proper place for African-American students with special needs to be educated.
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