Abstract
This article presents a teaching model, the Learning Print, for use with elementary school children in noncategorical special class settings. The six basic features of the model include: (1) individualized, self-initiated reading, (2) expressive writing, (3) incidental, nondirective counselling, (4) an administrative facilitator, (5) the special education teacher as resource specialist, and (6) the pervasive use of instructional aides. These features are discussed, and citations for more detailed descriptions are included. The model is designed to take individual differences into account without being intrusive. The pedagogical and administrative advantages of the Learning Print model are delineated.
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