Examines the use of consultation and school-based multidisciplinary team conferences in the delivery of educational and psychological services for mainstreamed handicapped children. Step-by-step illustrations of problem solving in a consultative relationship are extended to team problem solving. Reviews research that supports these practices. (GLR)

This article describes effects of four reform efforts on the role of the gifted and talented specialist in Oregon including Oregon's Educational Act for the 21st Century, adoption of both site-based decision-making models and integrative education models, and Oregon's Talented and Gifted Mandate. The emerging collaborative consultant role is…

This article discusses ways in which an individualized and collaborative model of staff development can prepare both general and special education teachers to make instructional adaptations to meet the needs of mainstreamed students. Expert systems can support individualized staff development and aid in placement and followup of mainstreamed…

This study explored effects of a service delivery system for learning-disabled (LD) secondary students in regular content area classrooms using Mainstream Consultation Agreements (MCAs), in which regular and special education teachers defined shared responsibilities for each student. Evaluation results with 29 LD students found both improvement…

This article argues against having special educators observe regular teachers prior to selection of teachers for mainstreamed students with emotional or behavioral disorders, disagreeing on the grounds that special education teachers do not have the time, the knowledge, the skills, or the authority to select teachers. (DB)

Responding to a shortage of special education teachers with multicultural training, the University of Utah designed a series of American Indian specialization courses for teachers, leading to a master's degree in professional practice. Essential course components include cultural awareness, nonbiased assessment, specialized curriculum and…

This practicum was designed to improve the delivery of special education services to all students with special needs in a rural Canadian school district. The goal was for teachers, as members of program planning teams, to design and implement individual program plans for exceptional students according to district special education policy…

The Programmatic Emphasis project was conducted at the University of Illinois to build the university's capacity for addressing the problems of serving special needs youth and adults in vocational education. A series of activities were undertaken to design and implement a preservice, inservice, and graduate-level instructional program; a research…

In order to determine the educational needs of vocational education educators who have responsibility for mainstreaming special education students, a survey was conducted in Massachusetts in 1979. A total of 208 questionnaires were mailed to 52 schools, for a vocational teacher, a special educator, a special education coordinator/supervisor, and a…

With the increasing enrollment in preservice special education programs, a problem for many schools of education has been the redistribution of tenured, experienced faculty members to provide training for special education field programs. At Appalachian State University (ASU), in North Carolina, cooperation between the Departments of Laboratory…

Presented are 10 author-contributed papers given at a 1974 conference on the roles, problems, and skills of school psychologists and special education teachers who serve as consultants to facilitate the mainstreaming of handicapped children. The first section contains four case studies focusing on student behavior change (S. Deno), the Vermont…

In simulated cases, the placement decisions of professionals serving hearing-impaired students were compared to the decisions of members of New York's Committees on the Handicapped, both as committees and as subgroups of administrators, psychologists, special education teachers, or parents. Results showed that the groups placed relatively…

This study examined the perceptions of alienation among special and general education teachers and measured the level of alienation between special education teachers assigned to inclusion vs. self-contained/resource classrooms. Teachers (N=575, 395 general education teachers, 180 special education teachers) in grades K-12 from a metropolitan…

A sample of 212 Mississippi special education teachers responded to a questionnaire concerning their education, adequacy of their coursework, and their training needs in relation to PL 94-142. Identified inservice needs focused on individual education plans (IEPs), working with the emotionally disturbed, and cooperating with parents. (SJL)

A literature review suggests that teachers' attitudes strongly influence the success of inclusion programs and that training can affect those attitudes. Surveys of 110 rural Midwest K-12 special and regular education teachers found that most regular education teachers did not want special education students in their classrooms and saw few benefits…