Volume 9, Issue 1 (1980)
An Intervention in a "Special" Class
Lisa Ford, Sylvia Rosenfield
When a referral is made for a particular child, it is often the case that a direct service model is not the most productive orientation. In the referral to be described here, a teacher had requested help for several of the pupils in a small class of eight children who had been grouped together because they had special needs. In this group, each child had specific learning and/or behavioral problems, but the choice was made by the school psychologist to assist the teacher rather than to focus on the individual children as referrals. This decision was made partly because the school psychologist’s time was limited, but more importantly because of an orientation that the most efficient strategy would be to enable the teacher to work with the whole class in the most effective way possible. Much of what was accomplished with this competent teacher could serve as a model for working with teachers of mainstreamed children and/or special education teachers.
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