The paper presents results of a needs assessment survey, involving 112 public school personnel, conducted to facilitate staff development programs aimed at furthering the integration of the roles of general and special education administrators. It is explained that the survey instrument, the Task-Role-Involvement Inventory, had two purposes--to describe the perceived actual and desired systems of delivering services to exceptional children in terms of the assignment of key tasks to organizational roles and to identify, if any, those task role assignments about which system personnel disagree or do not like. Statistical data are reported for actual task role assignment, extent of agreement on actual task role assignment, satisfaction with the actual assignment of tasks to roles, role of the principal in the delivery of services to exceptional children, and satisfaction with the perceived actual level of involvement. (SBH)