Overcoming Resistance to Prereferral Classroom Interventions

Although research supports the benefits of in-class remedial efforts for mildly handicapped youngsters, teachers often resist such practices. This article presents guideliens for educational consultants to use to overcome teacher resistance to prereferral intervention. Suggestions also are offered for engagin in constructive confrontation as well as for soliciting administrative intervention to help teachers adapt regular classroom instructional techniques for students at-risk.