Uncertainty in education, both general and special, has long troubled educational researchers, reformers, and practitioners. Responding to students with special (atypical) educational needs is an example of decisions that are prone to error. Although some efforts to reduce uncertainty in education are reasonable and helpful, efforts to eliminate uncertainty completely are not only certain to fail but sometimes make matters worse. Changing the structure or framework of education, such as using educational tiers, does not reduce and may increase uncertainty. We offer recommendations for reducing uncertainty in education, given that it cannot be eliminated.