Training Special Educators to be Consultants

Abstract

Teacher trainers are currently faced with the task of designing consultation programs for special education teachers. To make these programs contemporary, effective, and relevant for trainees, decisions about their design are best based upon careful examination of a broad range of factors. Three such factors are discussed: (a) characteristics of consultation, including existing consultation models applicable to special education situations; (b) practitioner needs for consultation information; and (c) specific consultation skills to include in the training sequence. Information related to each factor is presented in terms of possible alternatives for training program design, and trainers are urged to base consultation program development on a broad perspective of the consultation field.