The volume begins with Kerri Phillips’ overview of exceptional learners, their educational options, the various service delivery models available to them, and their parents’ and educators’ role in fostering their growth. Assessment procedures for exceptional learners can be rather difficult to administer, and as Philips stresses, the “best practice dictates that any and all decisions in educational programming should be based on information gained from multiple sources and stakeholders.” If a child is suspected to have a learning disability, state and federal criteria dictate that he or she undergo a multidisciplinary evaluation that considers the physical, intellectual, social, and functional development of the child. Kirsty Brown then discusses the deficit model as a way to define “educational difficulties solely within the child,” instead of their educational environment and possible accommodations that could be made to it. Once the default approach for assessing students with disabilities, this model is becoming obsolete as educators recognize the disproportionate labeling of minority children as special needs students. Karin Carter-Smith summarizes the Response to Intervention measure, which is a new method used to identify learning disabilities. This approach calls for all students to undergo a screening process, to be monitored over time, and to receive research-based interventions at different levels of intensity. If a student does not respond to the highest level of intervention, that student may then be required to attend special education services. Though complicated, this process reduces the number of ESL and minority students that are misidentified as having learning disabilities.