The design of alternative program and service delivery systems for children and youth with disabilities requires both an understanding of the present realities that restrain change and the knowledge of practices that can drive the profession of special education forward. In light of national policy and demographic and fiscal factors, we discuss the need for a continuum of services offered within the least restrictive environment (LRE). We then discuss promising practices in collaboration, new roles for professionals, intervention team models, and emerging trends in service delivery to new populations including preschool and transition groups.
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