In this book, we argue that effective education must facilitate the identification, evaluation, and placement and instructional programming for learners with exceptionalities. Based upon the school improvement and effective education literature and standards-based reform movement, schools must adopt principles of school effectiveness and offer classroom instruction that is based upon a clear assessment of the instructional needs of learners with exceptionalities and the implementation of interventions to maximize their potential and classroom performance. The book is designed to examine research from the disciplines of psychology, sociology, organizational theory, curriculum and instruction, and special education to address the critical issues related to the psychology of effective education for learners with exceptionalities. In this book, contributors will address a broad range of topics for restructuring general and special education into a unified system of education. Part I of this book is organized around current perspectives and paradigms reflecting our professional knowledge base in special education and the unification of general and special education into a comprehensive service delivery system. Part II will specifically address a range of issues and topics of effective education for learners with exceptionalities. Part III will address a range of issues and topics of effective education for learners with exceptionalities across the life span and for special student populations.