Over the years, a variety of political, social, and other contextual factors have contributed to the expansion of roles for PK-12 special educators, leading to a complex set of challenges and opportunities that must be addressed as the field of special education looks to the future. Today’s special educators need to collaborate with general educators in tiered systems of support while providing specialized instruction for students with the most intensive needs, yet teacher education and professional development opportunities may not always adequately prepare them for these changing roles. The recent re-authorization of the Elementary and Secondary Education Act (ESEA) creates a new policy context with the potential to bring about additional changes in PK-12 settings and teacher preparation. In recognition of the need to more clearly articulate and align the demands of PK-12 schooling with the teacher education enterprise, the article concludes with a set of policy recommendations intended to promote clarification of special educators’ roles and inform the future of university-based teacher preparation programs (TPPs) engaged in fostering their development at the preservice and in-service levels.

Despite the documented link between the presence of family-professional partnership and successful inclusion in schools, these trusting relationships are more of an exception than a reality. We demonstrate the need for a framework to organize research, policy, and practice on family-professional partnership; describe a contemporary framework, the Sunshine Model, that relies on a tiered and multidimensional approach to ensure family-professional partnership with all families; and illustrate how this framework can guide research, policy, and practice in family-professional partnership in inclusive schools.

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