THE PAST DECADE has been characterized by significant changes in expectations related to students with disabilities and other special needs. Like all students, those who struggle to learn because of intellectual, physical, sensory, emotional, communication, or learning disabilities or other special needs must be taught using research-based practices, and nearly all are expected to reach the same high academic standards as other students. Importantly, teachers, administrators, and other professionals are more accountable than ever for ensuring that these challenging but appropriate goals are accomplished.