Interview data were obtained from teachers, principals, and parents of children with special needs, as well as from supervisors and executive officers of parent advocacy and/or provider groups, to study the Bronx, New York, Special Education Regional Office (BRO). Three program areas were investigated: management, communications and liaison, and program development and supervision. Among findings were that BRO appears to utilize its resources to obtain accurate student data and to maintain constant audits on class attendance; that BRO is aggressive in moving classes, in consolidating classes, obtaining and using adequate space in school buildings, and in general, in fighting to bring more resources to the Bronx; and that where direct comparisons were made the BRO performed better than the still largely centralized Bureaus. Findings led to a proposal that the Division of Special Education, functioning through field offices, become the financier, auditory, advocate, and standards developer for children with special needs while local districts be charged with the responsibilities for day-to-day operations of programs for all children including those with special needs. (SBH)