An analysis of service delivery models for learning disability programs in the U.S., 1984–1985 school year

Abstract

A survey of the fifty states, the District of Columbia, four territories, and the Bureau of Indian Affairs indicates that the Models of Service used in remediating the problems of learning-disabled (LD) students are in need of standardized definitions. Models were ranked for their effectiveness by state or territory LD Supervisors. The results of the ranking, from "excellent" to "poor," were as follows: LD resource, Consulting Teacher, self-contained, modified self-contained, itinerant resource, noncategorical, and, ranked least effective, cross-categorical (except when used with preschool classes). Consulting Teachers apparently are used effectively in several different kinds of situations: teaching only LD students, either in the regular classroom or a separate room; providing demonstration teaching in a regular education classroom; team-teaching with a regular education teacher; providing only consultation to regular education teachers; assisting with students in the regular classroom who need help but have not been identified as LD; assisting LD students in transition back into regular education.