ABSTRACT
Among the most contentious issues of the late twentieth and early twenty-fi rst centuries involving students with learning and behavioral diffi culties is the matter of how services should be delivered to them. Service delivery models may be described in a variety of ways (Smith & Fox, 2003). All of the following might be considered: programs, resources, policies, and services. In our view, the various alternative models are distinguished as well by questions that are perpetual in special and general education:
What language should we use to designate students and interventions? Who should have the authority to designate which students receive services and to designate or approve the persons who provide services? How should we group students for service delivery? In what place are services best delivered to students?
