As the classification implies, Special Aboriginal Schools necessitate special skills, methodology, philosophy, curricula and above all, special personnel. Unfortunately, for a number of reasons not all of the personnel who have trained for these positions take up appointments in these schools. Quite often it is the ordinary classroom teacher or principal who must review his or her own makeup, and adjust to the new set of circumstances and special needs which they face.

Personal adjustments to the new environment and the planning of educational goals and programs require time. No two situations are exactly alike and no single formula can guarantee success. It is up to the individual to search and to determine, largely through trial and error, a recipe for success.

The degree and meaning of success is inherent in the quality of goals set, rather than the quantity of output. If the incumbents in Special Aboriginal Schools expect high levels of success, they can achieve high levels of success. If they choose only to serve their time, success will not be an outcome. It is the expectations held by the school staff, not what is expected of the school staff, which will promote success and equal educational opportunity. Expectation levels are believed to be critical for both personal survival and educational development within the school.