In this article we describe the efforts of one university's department of special education to respond to the major changes occurring in public education. The structural changes and philosophical redirections of public education policy, together with the basic changes in the demographic characteristics of students, have created a context in which the fundamental assumptions and the professional practices of special education are being reconsidered. The restructuring movement in education and the inclusion movement in special education affect every aspect of education and schooling, including teacher education. The perspective and activities described in this article tell a story of a department that has changed its approach to educating special education teachers by making a total commitment to align its work with public schools in developing a network of Professional Development Schools to reflect a collaborative model of training and research.
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