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Remedial and Special Education
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Consultation as a Technology and the Politics of School Reform

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Douglas Fuchs

Douglas Fuchs, PhD, are professors in the Department of Special Education and co-directors of the John F. Kennedy Center's Institute on Education and Learning at Peabody College of Vanderbilt University. Doug teaches courses on learning disabilities and school consultation, Lynn on research design and assessment. Both conduct school-based research on linking assessment to instruction, peer-assisted learning strategies, and integration. Address: Douglas Fuchs, Box 328 Peabody, Vanderbilt University, Nashville, TN 37203.

Lynn S. Fuchs

Lynn S. Fuchs, PhD, are professors in the Department of Special Education and co-directors of the John F. Kennedy Center's Institute on Education and Learning at Peabody College of Vanderbilt University. Doug teaches courses on learning disabilities and school consultation, Lynn on research design and assessment. Both conduct school-based research on linking assessment to instruction, peer-assisted learning strategies, and integration.

Special education and school psychology researchers have demonstrated that consultation can be effective. Yet, practitioner surveys suggest it is used infrequently. What accounts for this research-to-practice gap? We argue that consultation is effective and unused for the same reason: It is an educational technology. That is, whereas its developers have perfected a methodical and replicable problem-solving process that draws on an armamentarium of validated interventions, this very model and related methods are viewed as out of step with the zeitgeist of school reform. We explore this unfortunate irony and propose several modest recommendations.

Remedial and Special Education, Vol. 17, No. 6, 386-392 (1996)
DOI: 10.1177/074193259601700610
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