This article discusses the establishment of school-based bilingual special education teams in one, primarily hispanic, school district located in an urban southwest city. the discussion is based on field notes, transcripts of unstructured interviews and conference presentations, and documents produced by team members. the issues discussed relate to the following areas: perceptions of team members' roles in the school, problems in assuming an active classroom consultation role, problems in supporting the maintenance of school-based teams, and differences in perceptions of the consultant's status with respect to these school-based teams.

The author discusses perspectives and offers suggestions for the development of multicultural competence in each of the following Areas: understanding one's perspective in relation to culturally diverse collaborators, using effective interpersonal and communication strategies in a multicultural context, understanding the role(s) assumed by collaborators who work with students who are culturally and linguistically diverse, and Promoting the use of appropriate assessment and instructional strategies. Collaborators skilled in these areas are necessary to enhance the success of the growing numbers of culturally and linguistically diverse students who are at risk of failing in school.

The purpose of this article is to carefully describe the content, implementation, and impact of a secondary education pilot program in which special educators provided services to regular educators and learning handicapped students in regular classrooms. Qualitative and quantitative data collection techniques were used to describe the content, implementation, and impact of the program. Implications for defining the characteristics of the structure and service delivery of an effective secondary program and teacher competencies needed for successful implementation are discussed.

The purpose of this article is to define educational consultation, review competencies needed by educational consultants, and specify those competencies essential for educators who serve children with special needs who are from culturally and linguistically diverse backgrounds.