ABSTRACT
Consultation is defined as an indirect process that facilitates problem solving between consultants (i.e., school psychologists, counselors) and consultees (i.e., teachers) as they collaborate to address clients’ (i.e., students) problems (Brown, Pryzwansky, & Schulte, 2001). Several models of consultation are available in the literature with models varying in terms of theoretical orientations (e.g., mental health, behavioral, organizational). Instructional consultation (IC) approaches address clients’ instructional needs in schools. Idol, Nevin, and Paolucci-Whitcomb (1994) and Friend and Cook (2003) conceptualized a consultation model designed for groups of educators working together to address students’ learning needs. Idol (1993) as well as Heron and Harris (2001) developed frameworks emphasizing collaboration between general and special educators. Sylvia Rosenfield (1987) conceptualized an IC model designed for school psychologists as consultants and teachers as consultees. Rosenfield’s IC model was extended to instructional consultation teams ([ICT]; Rosenfield & Gravois, 1996). ICTs are composed of school personnel from various disciplines working together to examine how instructional environments can be modified to meet students’ learning needs.
