This book presents previously unpublished research on students for whom the traditional regular education program is unsuccessful. This population represents special education students, students at risk or from diverse cultures, and students who fall through the cracks of traditional educational programming. The perspective taken is a social systems one: in appropriate settings, these students are competent achievers. The discussions in the text look closely at neglected issues such as the over-representation of minority culture children in special education; the dramatic increases in the number of special education students; hyper-resilient children; and children who are missed in the existing identification and evaluation process.