ABSTRACT

Inclusion has frequently been referred to as being among the "best practices" in the education of students with disabilities (Gartner & Lipsky, 1987; Reynolds, Wang, & Wolberg, 1987; Will, 1986). Although not all persons in the educational community advocate for this practice (Jenkins, Pious, & Jewell, 1990), students with disabilities are being included in regular education in increasing numbers. As a result, the inclusion of students with disabilities into general education settings and programs has necessitated the development and restructuring of service delivery models that are compatible with the goals and purposes of inclusive education (Swenson, 2000). The model of service delivery traditionally used in educational settings, specifically, multidisciplinary teams where students with disabilities receive special education and related services outside the regular education classroom, does not foster inclusive education. Educational teams have recognized that a more integrated approach to service delivery must be adopted (Rainforth, York, & Macdonald, 1992).