Priorities of Special Education Teachers regarding Consultative Strategies
Special education teachers were asked to rank 5 consultative strategies employed by psychologists. The degree of agreement among the 58 teachers was statistically significant; thus, the rankings were used as an index of the teachers' priorities. The 5 strategies were those which emphasize assisting the child and the teacher. The teachers clearly ranked the strategies relating to the child higher. The implications in support of attribution and self-perception theory were explored.