In this article, the authors describe a change model that was developed and implemented over 3 years in 2 southern California school districts to promote inclusive practices. A study documented the change process and the impact of related district and site activities through interviews with general and special educators, administrators, and parents. Findings from the study indicate that all sites moved toward inclusive practices, with the participants reporting benefits for students with disabilities, the general education student population, and educational practices of general and special educators. Approaches in implementing inclusive practices differed, however, resulting in significant variability among schools in services provided to students with special needs. Implications in moving toward inclusive practices are discussed, including factors perceived as contributing to the change process, the configuration of services provided, and issues related to sustaining inclusive efforts. The data suggest the complexity of change and the diversity of programs that emerge from a common model of change. Balancing inclusion with specialized instruction for all students emerged as an important component of inclusive practices.

Children and adolescents with disabilities are an extremely heterogeneous group of diverse learners, each with unique learning strengths and needs. Often misunderstood and frequently less served by the counseling profession, these children and adolescents need counseling services just as much as, if not more than, other children (McDowell, Coven, & Eash, 1979). Federal legislation makes it imperative that all counselors who work with children and adolescents, even those not working within public school settings, be knowledgeable about the identification of and services for those with disabilities. In addition, all counselors have a professional and ethical responsibility to facilitate conditions that promote the full potential for all individuals, including exceptional groups (Baker, 1992; Holmgren, 1996; Maes, 1978; Seligman, 1985). As knowledge and experience are obtained for this population, counselors can serve children and their families more fully as intended by legal and professional guidelines. Most counselors will encounter in their practice children and adolescents with disabilities. According to the U.S. Department of Education (2000), approximately 9% of the school-age population is classified as having a federally recognized disability and, there-• fore, receiving special education and/or related services. This figure does not include gifted children, who also are significantly different from the norm and are in need of identification, curricular modifications, and counseling interventions (Silverman, 1993). Nor does it include students with disabilities who do not qualify for special education but may be eligible for other educational and counseling services. Despite the number of children and adolescents with disabilities, counseling professionals historically have had limited contact with this population for a variety of reasons. Some counselors lack confidence and training to serve these groups. Some are uncomfortable around people with disabilities. Others have incorrect information about or prejudices toward those with exceptional needs (Tucker, Shepard, & Hurst, 1986). In addition, because services to children and adolescents with disabilities are most often delivered by special education personnel within public schools, counselors may believe that their skills are not needed for these groups (Tarver Behring, Spagna, & Sullivan, 1998). Most counselors, however, do have many of the skills needed to work with these children and their

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De /espite warnings that the field of learning disabilities (LD) must address the issue of population heterogeneity, the LD research community still lacks operational definitions of specific learning disabilities as well as a systematic approach for reporting sample characteristics. Recently, however, a definition of dyslexia has been proposed that might signal a significant advance. This article builds on this definition of dyslexia by: (a) reintroducing the concept of marker variables, (b) proposing a strategy for developing an updated marker variable system, (c) presenting a preliminary working set of dyslexia marker variables, and (d) calling for the eventual adoption of this or similar marker variable systems to facilitate future research efforts.