Training Special Educators to be Consultants: Considerations for Developing Programs

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dc.contributor.authorMarilyn Friend
dc.date.accessioned2016-01-14T19:53:17Z
dc.date.accessioned2016-03-30T15:31:10Z
dc.date.available2016-01-14T19:53:17Z
dc.date.available2016-03-30T15:31:10Z
dc.date.issued1985-07-01
dc.description.abstractTeacher 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.en_US
dc.description.peerreviewYesen_US
dc.description.peerreviewnoteshttps://us.sagepub.com/en-us/nam/manuscript-submission-guidelinesen_US
dc.identifier.citationFriend, M. (1985). Training Special Educators to be Consultants: Considerations for Developing Programs. Teacher Education and Special Education: The Journal of the Teacher Education Division of the Council for Exceptional Children, 8(3), 115-120. doi: 10.1177/088840648500800301en_US
dc.identifier.doi10.1177/088840648500800301en_US
dc.identifier.urihttp://hdl.handle.net/11244/25164
dc.language.isoen_USen_US
dc.publisherTeacher Education and Special Education: The Journal of the Teacher Education Division of the Council for Exceptional Children
dc.rights.requestablefalseen_US
dc.titleTraining Special Educators to be Consultants: Considerations for Developing Programsen_US
dc.typeResearch Articleen_US

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