Discusses the alternative roles and responsibilities that researchers might assume to bridge the gap between special education research and practice. Addresses why some research-based practices fail and the roles of researchers as collaborators, facilitators and coaches, interpreters of culture and dynamics of the school, and critics. (Author/CR)

This article reviews key findings from school-reform studies of the 1980s on sustained use of effective teacher practices in the classroom and explains their relevance to special education. Recent findings are also highlighted and unresolved issues are identified. An appendix lists sustainability factors and issues. (Contains references.)…