The paper examines practices and procedures that are seen as contributory to disproportionate placement of Black and Hispanic students in special education programs and discusses various components of the Boston Public School's Remedial Plan. Practices and procedures critical in disproportionate placement are seen to include biased assessment, problems with accountability, racism/racist attitudes, the concept of special education as a dumping ground, inappropriate referrals of minorities to special education as a result of Massachusetts Law Chapter 766 and its relationship to desegregation, and school system/administrative support. Seven components of the Remedial Plan are reported: (1) entrance and exit criteria; (2) prereferral; (3) biracial/bicultural review of resource room students who spend from 25% to 60% of the day in a special education setting; (4) generic specialist (consulting teacher) model; (5) bilingual hiring; (6) parent communication; and (7) regular education alternative. Also described are programs within the seventh component--the "Schools without Failure" Project which provides students, parents, teachers, and administrators a positive model of behavioral interventions which stresses individual responsibility for behavior; the Instructional Support Program which services elementary and middle school teachers and develops skills in informal diagnosis, evaluation, teaching strategies, classroom management, and individualization; and the Parent Information/Assistance Resource Project which provides information and complaint process to parents of special needs students. (SB)