Two models of educational reform that address the dilemma in schools caused by the confluence of two current reform movements--school restructuring and the regular education initiative are presented in this paper. The models offer a more complex framework that considers teachers' values, the role of external support for teacher development, school culture, and accountability. The teacher-centered University of Vermont model focuses on the degree to which special education students are integrated into general education classrooms. The student-based University of Pittsburgh model describes changes in the special education program over time, looking at how increased student competencies facilitate integration. Elements common to the two models include cultivation of common knowledge, values, and a language base; establishment of a strategic planning process; development of peer support; and provision of technical assistance. Initial project evaluations indicate that both projects have been driven by forces internal to the school, its culture, and its practice base, supplemented by external on-site assistance. The change process deals directly with conflicting beliefs about learning potential and quality standards and conflicting practices in instruction and measurement of student performance. Both are working toward achieving a school building environment that promotes high and consistent expectations for all learners. Three figures are included. (17 references) (LMI)