This paper provides a synopsis of issues and recommendations regarding school reform, based on discussions held at the 1990 Forum on Emerging Trends in Special Education and Implications for Training Personnel. The paper calls for schools to adopt a collaborative model that infuses special education policies and practices into general education. The paper argues that the spirit of Public Law 94-142 and federal regulations guiding disbursement of discretionary funds can be interpreted as an encouragement to develop a model that includes special and general education students in the same design. Three major issues requiring consideration in establishing this inclusionary model are graduation requirements, transition, and content and curriculum. Graduation requirements need to become more congruent with general education, offering some type of certificate that has value as a medium of exchange in the world of work or higher education. The transition process needs to be incorporated, as early as seventh grade, into programs for children with disabilities. A working relationship between special and general education is needed to develop such educational delivery methods as cooperative learning and content-focused curriculum. (JDD)