One outcome of the UK Government's commitment to inclusive educational policies was an increase in the number of pupils with special educational needs (SEN) being taught in mainstream schools. From the perspective of SENCos, this article analyses whether parents and pupils are able and willing to influence the development of SEN provision and…

Resource Teachers: Learning and Behaviour (RTLB) are specialised teachers who work in regular schools to help facilitate the presence, participation and learning of students who experience difficulties with learning and behaviour. In focusing upon the RTLB principle of a "collaborative and seamless model of service" (Ministry of…

The Maine Educational Center for the Deaf and Hard of Hearing's (MECDHH's) "POINT" (Providing Opportunities for Integrating New Technologies) project is implementing a telepractice, distance learning collaborative in Maine with eight hub sites and 18 end points using Tandberg videoconferencing technology. This network is planned to be a…

Data regarding intervention utilization among the target population are critical to interpret evidence from efficacy trials for school-based interventions. When use of the intervention is voluntary, intervention diffusion becomes a particularly critical variable. We examined the use of Instructional Consultation Teams (IC Teams), a voluntary…

Because of recent changes in general and special education policies, special educators who previously worked with secondary students in self-contained academic classes, resource rooms, or cotaught classes find themselves assigned to new roles that demand different collaborative skills. Based on 2 years of interviews, field notes, and observations…

Suggests useful approaches for school counselors to use when consulting with teachers who are attempting to create least restrictive environments for handicapped children. (Author)

Mainstreaming the exceptional child necessitates that regular and special teachers work much more closely today than in the past. The most important element for successful mainstreaming is effective communication. This article describes the collaborative consultation model as one approach to attaining good, effective communication. (Author/CL)

The article provides special educators an approach for consulting with elementary school teachers faced with mainstreaming. Materials included in a teacher consultation packet are described and a strategy for conducting consultation is offered. (SBH)

The author considers the role of the special education teacher as consultant to the regular teacher serving the handicapped student in the regular classroom. (SBH)

Intended for program developers, the document discusses Level I programs for mainstreamed handicapped children in the state of Maryland (Level I services are those that can be provided in the general education classroom with supplementary services and aids not provided in the general program). An introduction to Level I services is presented,…

The paper questions whether the school consultation model which provides services to learning disabled students has a sound theoretical base. Included are an examination of 10 different models of consultation and their relationship to theory and a review of studies on facilitating the mainstreaming of learning disabled and other low achieving…

This article describes a pilot program implemented in San Juan to keep mildly handicapped and at-risk students in mainstream classrooms by providing collaborative consultation services through a school-site team approach, using data-based instruction to measure student progress in reading and social behavior change. (Author/PB)

The Regular Education Teacher Consultant program was initiated to provide a support system to general education teachers who are teaching mainstreamed special needs students. Regular education teachers were selected as peer consultants and received training on behavioral principles, positive teaching techniques, observation codes, academic…

An autistic 14-year-old was successfully mainstreamed into a vocational graphics class via an 11-step process involving skill assessment, teacher consultation, observation, goal planning, student preparation, skill practice, and faded use of a teacher aide. The student learned graphics skills as well as social and vocational adjustment skills. (CL)

Described is a program designed to facilitate complete academic and social integration of children with moderate to severe bilateral sensorineural hearing losses into their regular neighborhood schools. (Author)