Children rarely have isolated needs. A poor reader, for example, may have a vision problem, and as a result, suffer from low self-esteem. Special programs -- the school nurse who checks vision, the school psychologist who treats low self-esteem, after-school programs such as tutoring -- can all assist the individual child. Much has been written in recent years about this collaborative approach, but not much has been written about its successful implementation -- until now. This book provides a comprehensive treatment of special programs in regular schools. The entire treatment is predicated on a site-based, collaborative model that encourages an interdisciplinary approach, utilizing many of the special programs as parts of a more unified approach to meeting the needs of children and their families. Seventeen programs are outlined, such as bilingual education, child care, fine arts, and physical education. Also included is the historical evolution and development of each program, from landmark legislation to court cases, to other events that facilitated the establishment of the program in regular schools. The current status of each program is detailed, along with the national standards and goals. Principals, supervisors, special educators, school nurses, psychologists, social workers, after-school directors, athletic directors, art teachers, school board members, legislators, and parents. A Longwood Professional Book