Date of Award

1-1-1991

Document Type

Research Paper

Superseded Degree Name

Master of Arts in Education (Special Education)

Colleges & School

Cardinal Stritch College

Degree Granted By

Cardinal Stritch College

First Advisor

Susan K. Sperry

Library of Congress Subject Heading

Educational consultants; Special education

Abstract

In 1975 the Federal Government signed into law the Education for All Handicapped Children Act (P.L. 94­142). This law mandated a free and appropriate education for all handicapped children in the least restrictive environment. With the enactment of this law many handicapped students were placed in resource rooms and mainstreamed into regular classrooms as much as possible. With the recent popularity of the Regular Education Initiative, it seems more and more students will be mainstreamed on a full-time basis which causes a dilemma of how to best meet their educational and related needs. It is obvious that these students will still need special support and strategies to maintain their regular education status. The responsibility of providing an appropriate educational program has become a shared responsibility of the regular and special educators. A popular proposal for facilitation of this relationship is the Educational Collaborative Consultant Model (West & Idol, 1987). This model would incorporate the interaction of professionals with diverse expertise to generate creative solutions to a mutually defined problem. The final outcome is to ensure students with special needs an effective program that will enable them maximum interaction with the normal population of the school. The purpose of this paper was to review the literature of various theories, models and related research on the educational consultation process that have been studied and applied to learning disabilities. This interest evolved from the need to establish a sound and feasible L.D. consultation program in a private school setting. The intent of this paper was to review research in the area of the consultant's role for the learning disabilities resource teacher. This material was not limited to grade level. This paper reflects theories, and studies published after 1975.

Rights

Open Access

OCLC Number

23724418

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