Growth in interest about consultation as a special education service delivery model has been so rapid that little attention has been paid to the broader context into which it fits. This article briefly outlines the development of consultation as a professional practice, reviews how other educational issues are shaping current views about consultation, and examines the influence that the trend toward consultative services is having across the professional disciplines represented in schools. The knowledge gleaned from historical and contemporary perspectives is then employed as a basis on which to reflect on the future of consultation.
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Marilyn Friend (1988) studied this question.
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