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Recent data indicate that more than two-thirds of our nation's handicapped students are receiving the majority of their education in regular classes. This investigation examined state departments of education policies on consultation in five special education program and personnel areas: (a) special education service delivery models, (b) consultation roles/responsibilities of the special educator, (c) consultation competencies of the special educator, (d) certification involving consultation, and (e) job titles including consultation. Results revealed a significant need for improved policies and leadership by state departments of education to assist local education agencies in developing and/or improving teacher consultation programs to provide educational support services to handicapped students in mainstreamed classes. Specific suggestions are made and resources identified to assist state and local education agency officials in responding to this critical need in a timely manner.
West et al. (Fri,) studied this question.
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