Elementary general education teachers who had students with learning disabilities in their classes received consultation from experienced special education teachers using one of two models: a model combining teacher consultation and direct instruction (C/D, n = 20), or an indirect services model consisting solely of consultation (C/I, n = 14). The teachers completed pre/post questionnaires and an interview assessing their responses to the two models. A third group of teachers from the same schools who did not receive consultation also responded to the questionnaires (control, n = 13). Results indicated that teachers (a) preferred a consultation model that involved collaboration between the general education teacher and special education teacher across all stages of problem solving; (b) preferred consultation over referral, although those receiving C/I tended to lose this preference over time; (c) saw students problems as more severe after receiving CID but not C/I; and (d) had different views of C/D and C/I. Implications of the findings are discussed.
|Original language||English (US)|
|Number of pages||27|
|Journal||Journal of Educational and Psychological Consultation|
|State||Published - Mar 1993|
ASJC Scopus subject areas
- Developmental and Educational Psychology
- Psychology (miscellaneous)