ABSTRACT
There is a detailed literature base regarding the theoretical assumptions of various models of consultative services that can be used in schools. Additionally, there is research that has been published addressing the implementation process in school systems for the different consultative approaches. Based upon numerous studies, the theory, concept, and practice of consultation seems to be largely understood by schoolbased personnel, along with the recognition of the need for consultative services in school systems (Bramlett & Murphy, 1998; Cummings et al., 2004; Farrell, 2006; Gilman & Gabriel, 2004; Meyers, Meyers, & Grogg, 2004; Sheridan, Welch, & Orme, 1996; Zins & Erchul, 2002). However, some aspects of consultation are not as well understood; areas that still need to be investigated are the number, type, and style of teaching experiences, both in academic and field settings, that result in the development of a good consultant.
