Described are findings from a review of the organization, administration, and effectiveness of special education services in Alberta, Canada (1975-1976). The first part provides an analysis of the relationship of variables (such as district size, per pupil expenditure, and ratio of students to special education staff) to the distribution of level of special education services. Considered in the second chapter are conclusions from a review of the research and a study involving 420 learning disabled and educable mentally retarded students which revealed no difference in the efficacy of regular class or resource room placement. Two chapters present information from interviews with special education teachers and administrators regarding support services to regular and special class teachers. Interview findings focus on such aspects as organization of classes and teaching procedures. A final chapter is devoted to factors related to size and nature of administrative structures. (CL)