Abstract
There has been an unprecedented growth of school prereferral programs and intervention assistance teams since the late 1970s. In this article we discuss their history, rationale, and philosophical perspectives, report on their legal and public policy basis, and evaluate the research base. Several university-initiated model programs and professional development activities have reduced the number of referrals for special education and increased the use of consultation services. However, only research in Mainstream Assistance Teams has directly demonstrated student improvement in learning and behavior. Implications for future research and strategies for serving students who are difficult to teach are discussed.
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