This book examines what special education could become if schools fully embraced evidence-based practice, meaningful inclusion, strong leadership, effective collaboration, and a relentless focus on student outcomes. Rather than concentrating solely on compliance, the book explores the systems, structures, and practices that help students succeed academically, socially, and functionally.

Drawing on research, policy analysis, practitioner experience, and voices from students, families, teachers, administrators, and related service providers, the authors explore assessment, progress monitoring, specially designed instruction, related services, inclusion, educator preparation, family engagement, advocacy, and dispute resolution. The book provides practical recommendations while challenging readers to rethink long-standing assumptions about disability, belonging, and educational success.

Written for educators, administrators, policymakers, advocates, families, and university students, this book offers a vision for creating a special education system that finally fulfills its original promise.

Tessie Rose Bailey, PhD, is Director of the PROGRESS Center at the American Institutes for Research and a national leader in advancing special education implementation and multi-tiered systems of supports (MTSS), with extensive work supporting states and districts through major federally funded centers. She has authored widely used resources and delivered hundreds of trainings to help educators design effective, inclusive systems that improve outcomes for students with disabilities.
David F. Bateman, PhD, is a special education consultant, former professor, due process hearing officer, and nationally recognized authority on special education law, policy, and implementation. He has worked on more than 1,100 special education legal matters and has authored or coauthored numerous books on special education leadership, law, compliance, and instructional practice.