Barriers to Effective Special Education Consultation

Author:

Johnson Lawrence J.1,Pugach Marleen C.2,Hammitte Diana J.3

Affiliation:

1. Lawrence J. Johnson associate professor and chairperson of Early Childhood Education of the Handicapped, The University of Alabama, Tuscaloosa, received his PhD from the University of Illinois in 1985. His current research focuses on strategies to provide general educators with greater capacity to accommodate the needs of special students within their classrooms.

2. Marleen C. Pugach is an assistant professor in the Department of Curriculum and Instruction, University of Wisconsin-Milwaukee. She received her PhD in special education in 1983. Her research addresses strategies for preparing general educators to teach diverse groups of students.

3. Diana Hammitte is a doctoral student, The University of Alabama, Tuscaloosa, with primary focus on early childhood special education. A secondary program focus centers on college teaching with particular emphasis on the relationship between general and special educators.

Abstract

Special education consultation is widely supported by teacher educators as a necessary component of the role of the special educator, particularly those educators being trained to work with mildly handicapped students. Data indicate, however, that in practice special educators spend very little of their time consulting. This article examines (a) the emergence of the consulting movement, (b) barriers that impede consultation from being integrated into the role of the special educator, and (c) ways to address those barriers.

Publisher

SAGE Publications

Subject

Public Health, Environmental and Occupational Health,Education

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