ABSTRACT
School consultation emerged in the 1970s and early 1980s as a cost-effective means of helping regular education teachers accommo date children with special needs (Bergan, 1977; Reschly, 1988). Con sultation was viewed as a voluntary, collaborative relationship between co-equal professionals, the goals of which were to address children’s problems and increase the ability of teachers to respond to similar prob lems in the future (Gutkin & Curtis, 1982). During this time, school psychologists who attempted to provide consultation services often did so outside the boundaries of their normal job description (Piersel & Gutkin, 1983). As consultees, teachers were responsible for implement ing plans developed during the consultative process and therefore had the right to reject or modify consultants’ suggestions.
