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Consultation in Special Education (Part II)Training and Practice
Lorna Idol
Lorna Idol is associate professor of special education at the University of Illinois and currently a visiting scholar at The University of Texas at Austin. She is the author of two books and numerous journal publications on teacher consultation. Her current research interests include teacher education curriculum development in collaborative consultation, and direct, data-based instructional techniques for teaching disabled readers. Address: Dr. Lorna Idol, Department of Special Education, The University of Texas, Austin, TX 78712–1290.
J. Frederick West
J. Frederick West is director of the Research and Training Project on School Consultation in the Department of Special Education at The University of Texas at Austin. Dr. West has been a special education director and teacher. His research, teaching, and technical assistance interests focus on consultation between regular and special educators and evaluation of special education program effectiveness.
This is the second article of a two-part series on school consultation from an interdisciplinary perspective as it applies to training and practice in special education. Effective teaching, and in particular, effective consultation, is viewed as being an artful science requiring skills in both the art of facilitating human communications/interactions, and the science of applying an underlying body of knowledge to the teaching/learning process and to problem solving. In the first section, a competency-based perspective is taken for the training of consultants, with a resulting set of criteria for assessing the quality of model programs (both preservice and inservice) for training special education consultants to apply both the art and the science of consultation. Included are recommendations for development of future training programs from an interdisciplinary perspective. In the second section, the current state of the practice of special education consultation is analyzed using the same five criteria established in Part I of this series: (a) the underlying theory for the consultation relationship, (b) the underlying knowledge base for problem solving, (c) the goals of the program, (d) the stages/steps of the consultative process, and (e) the responsibilities of both consultants andconsultees Included are recommendations for the future practice of special education consultation, emphasizing use of a framework (Seven Levels of Intensity of Intervention) for making instructional/curricular and program placement decisions for students who may be appropriately served through consultation.
Journal of Learning Disabilities, Vol. 20, No. 8,
474-494 (1987)
DOI: 10.1177/002221948702000805
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