For parents of infants and toddlers receiving a diagnosis of disability, a variety of responses may result. Yet, little is known about the specific ways families cope with the initial diagnosis. This qualitative study investigated 6 mothers' memories of their children's diagnoses. Mothers described their use of both palliative strategies (denying, questioning, and wishful thinking) and problem-solving strategies (searching for information, seeking social support, reframing, and seeking spiritual support) to cope with their children's initial diagnoses. The results of this study may improve professionals' understanding of parents' need for information and support at the time of initial diagnosis.

RTI has the potential to meet the challenges of increasing diversity in student populations and the need for increasingly complex systems of instructional design. Three fundamental shifts in understanding systems and systems change must ground RTI policy and implementation work. First, RTI must be seen as an activity system nested within a larger system of influences and practices. Second, change is context-sensitive and, therefore, systems must invest in multiple strategies for implementing RTI. Third, local education agencies (LEAs) and state education agencies (SEAs) must invest in system and school improvement so that RTI aligns at multiple levels of the system to bridge the significant gap between research and practice. Consequently, a deep understanding of RTI models can only be obtained through the careful examination of both LEA and SEA system demands and investments. RTI and the Systemic Change ProcessA FTER NEARLY 20 YEARS OF LARGE scale reform, it is clear that getting to scale with multiple kinds of innovations requires systemic reform. Getting to scale is only part of the reform challenge. Sustaining continued improvement requires building capacity at all levels of the system so that the organization facilitates individual and collective learning and feedback 258

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plan and scripted programs covered in the general education curriculum. This exacerbated the problem of covering a variety of grade-level skills. As an educator with a strong belief in inclusive education and a passion for collaboration, I realized quickly that in order to create situations that would prepare my students for successful opportunities in a typical classroom environment, I had to first be "on the same page" as my general education colleagues. Determined to ensure my students' access to the general education curriculum in a way that was academically meeting their needs, as well as providing them with the social benefits often received from an inclusive environment (Jitendra, Edwards, Choutka, & Treadway, 2002), I set my sights on solving this conundrum. The SolutionAfter many attempts at individualizing and differentiating instruction for my diverse group during language arts,