North York defines Special Needs Schools as those in communities characterized by a higher than average percentage of: children under 15 years of age, one parent families, women in the labor force, people whose mother tongue is not English, multiple family housing, or family mobility. During the fall of 1982 the Special Needs Evaluation Committee distributed a questionnaire to all teachers (n=317) in Priority I Special Needs Schools and, for comparison, a sample of teachers (n=283) in Non Special Needs Schools. The questionnaire included three sections: Student Characteristics, School Structure and Staffing, and School-Community Relationships. Fewer Special Needs teachers perceive their students to have serious interpersonal and communication problems than in 1980. Special Needs teachers have a more accurate perception of their students' learning difficulties than earlier. Except in the area of enrichment, the majority of Special Needs teachers see special education as adequately funded. Though Special Needs teachers perceive their work as particularly demanding, morale is higher than in Non Special Needs Schools. Special Needs teachers expressed awareness of communication problems between themselves and parents, but were positive about the school's relationship with community agencies. (BW)