Directed to leaders and administrators in education, the monograph reviews issues, practices, and possibilities in the interface between special educators and general educators at the service delivery or decision making levels. The first chapter examines the development of public educational systems with sections on the historical context, the present status of the resource room model, the present status of the teacher consultant model, and the possibility of system unification. The next chapter considers the concept of shared responsibility, with focus on prereferral and teaming as shared responsibilities. The third chapter discusses personnel role changes in sections on role change and preparation needs for special educators, general educators, and administrators, respectively; as well as the impact of the effective schools movement. The final chapter is on fiscal concerns, especially the impetus given by limited funds for effective interaction between general and special education. Each chapter ends with a brief summary and lists responsibilities of local special education administrators. These include the need to seek models through which productive merging of special and general education resources and programs may be institutionalized and to seek out ways to reduce duplication and conserve the fiscal resources of both general and special education. (DB)