Abstract
This article is intended to give the reader a new and less traditional perspec- tivefrom which to view school systems and the professionals who make them function. Our main objective is to inform the practice of consultation among school professionals, namely general and special education teachers. Through a discussion of education systems, discourse theory (Gee, 1986, 1989, 1990), and a proposed theory of systemic practitioner discourse, the reader is afforded the opportunity to view interactions between school pro- fessionals from a fresh vantage point. To link our contentions to practitioners in the field, we include narratives taken from structured interviews with par- ents, teachers, students, and administrators. The narratives focused on the ef- fectiveness of inclusionary practices in schools.
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