Teaching five special needs children in a regular primary classroom using a consultation‐collaboration model

Abstract

This study describes the use of a consultation‐collaboration model of intervention in which a psychologist and a teacher worked jointly to establish a remedial reading program for five special needs children placed in a regular primary school class. Repeated measures data showed marked increases in reading skills and book reading levels, and a substantial increase over zero baseline levels in independent reading during class reading times. The teacher commented favourably on the consultation model used and agreed with parents’ observations that significant reading gains had been made by their children.

Additional information

Notes on contributors

Merus Cochrane

Merus Cochrane is now with Psychological Services, Wellington

Keith D. Ballard

Keith D. Ballard, Ph.D., is Senior Lecturer in Education, Department of Education, University of Otago, P.O. Box 56, Dunedin, New Zealand. (Address for reprints)