The introduction of inclusive education in Manitoba, Canada, 30 years ago, has changed the roles and responsibilities of special education teachers. These professionals are now teachers without a class, who co-teach with, and are a support service for, the regular education teacher. They have new administrative duties, due to increased responsibilities related to scheduling and paperwork. In addition, they are held responsible for the teaching of risk reduction behaviours in the inclusive setting. Special educational teachers have therefore had to reevaluate their purpose in the educational system to provide regular classroom teachers and their students with the opportunity to have the most success.