Abstract
Recent data indicate that more than two-thirds of our nation's handicapped students are receiving the majority of their education in regular classes. This investigation examined state departments of education policies on consultation in five special education program and personnel areas: (a) special education service delivery models, (b) consultation roles/responsibilities of the special educator, (c) consultation competencies of the special educator, (d) certification involving consultation, and (e) job titles including consultation. Results revealed a significant need for improved policies and leadership by state departments of education to assist local education agencies in developing and/or improving teacher consultation programs to provide educational support services to handicapped students in mainstreamed classes. Specific suggestions are made and resources identified to assist state and local education agency officials in responding to this critical need in a timely manner.
Talk to us
Join us for a 30 min session where you can share your feedback and ask us any queries you have
Schedule a callDisclaimer: All third-party content on this website/platform is and will remain the property of their respective owners and is provided on "as is" basis without any warranties, express or implied. Use of third-party content does not indicate any affiliation, sponsorship with or endorsement by them. Any references to third-party content is to identify the corresponding services and shall be considered fair use under The CopyrightLaw.
