URBAN-EDUCATION, THE GENERAL-EDUCATION INITIATIVE, AND SERVICE DELIVERY TO AFRICAN-AMERICAN STUDENTS

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