The national focus in education is toward greater emphasis on remedial programs, concern over student failure, and the classroom teacher's role in effective instructional activities. To address these needs, educational personnel must coordinate their efforts to ensure that all students who are experiencing failure are afforded individualized, supportive instructional alternatives within the regular classroom setting. The utilization of teacher assistance teams is a powerful prototype to accomplish this noble-and attainable-goal of an appropriate education for all.Recent writing has highlighted the need to address the ever widening gap between regular and special education, particularly in response to the burdensome number of children with learning problems in regular and special education (Sheppard, 1987;Lilly, 1987;Hagerty & Abramson, 1987). The urgency of readdressing failure in the regular classroom, and the ability of teachers to meet escalating needs, is exemplified by the current national focus on educational reform, excellence, and accountability (e.g., teacher competency testing). Yet another concern of regular educators seeking supportive educational assistance from special education is that many students do not meet eligibility requirements to receive special services. This problem is national in scope. Therefore, the solution requires a vehicle for change that can be applied to any school in the country.The teacher assistance team (TAT) offers one solution. A pre-referral support system, the TAT is directed at eliminating the gap in services in general education while also "filling in the cracks" through which too many children fall when present methods are unable to facilitate a variety of educational alternatives for them. The TAT represents a step toward meeting the individual needs of each student who experiences educational problems in the regular classroom environment.
The national focus in education is toward greater emphasis on remedial programs, concern over student failure, and the classroom teacher's role in effective instructional activities. To address these needs, educational personnel must coordinate their efforts to ensure that all students who are experiencing failure are afforded individualized, supportive instructional alternatives within the regular classroom setting. The utilization of teacher assistance teams is a powerful prototype to accomplish this noble-and attainable-goal of an appropriate education for all.Recent writing has highlighted the need to address the ever widening gap between regular and special education, particularly in response to the burdensome number of children with learning problems in regular and special education (Sheppard, 1987;Lilly, 1987;Hagerty & Abramson, 1987). The urgency of readdressing failure in the regular classroom, and the ability of teachers to meet escalating needs, is exemplified by the current national focus on educational reform, excellence, and accountability (e.g., teacher competency testing). Yet another concern of regular educators seeking supportive educational assistance from special education is that many students do not meet eligibility requirements to receive special services. This problem is national in scope. Therefore, the solution requires a vehicle for change that can be applied to any school in the country.The teacher assistance team (TAT) offers one solution. A pre-referral support system, the TAT is directed at eliminating the gap in services in general education while also "filling in the cracks" through which too many children fall when present methods are unable to facilitate a variety of educational alternatives for them. The TAT represents a step toward meeting the individual needs of each student who experiences educational problems in the regular classroom environment.
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