This issue of "The Advocate" is a primer on reclaiming educational opportunities to which New York City children who are at risk of academic failure, due to disability, limited English proficiency, racism, and poverty, are entitled. The report calls for the assignment of consultant teachers, paraprofessionals, and other supportive staff and services to help teachers address the wider diversity of needs that educational reform will place in the mainstream classroom. It asks that a place be found for every child to the maximum extent appropriate in the general education classroom and that appropriate, challenging, quality instruction be provided to students who require a special education setting. Section I focuses on the current state of prevention, remediation, and support services implemented by the New York City Board of Education and recommends areas of improvement. Section II describes problems with existing special education services, highlights promising pilots, and makes recommendations for system-wide special education reform. (JDD)