ABSTRACT
The Consultative-collaborative (CC) model exemplifies one way that data-based and curriculum-based assessment methods have been successfully integrated into a comprehensive indirect special education service delivery approach. The primary purpose of the special educator in the CC model is to provide support to the classroom teacher working in the regular classroom. In the CC model, alternative placements have no permanent enrollment and no purposes independent of eventual re-entry into the regular classroom. The CC model is an actualization of the idea of merging special and regular education. The data-based and curriculum-based measures developed during the assessment phase of the CC model continued to be used during the implementation of the programme. In spite of severe economic constraints, the CC model has been molded to local needs and hundreds of administrators and teachers have been trained in the approach. The resource teacher plays the pivotal role in special education service delivery in the CC model.
