The role of teacher consultant has become a topic of increasing concern. This article looks at consultation generically and as it pertains to special education. A review of the professional literature investigated the topics of teacher consultant roles, cross-categorical services, approval criteria, and caseloads. The position of teacher consultant as it is being implemented may be untenable. The need exists for consultation services, but there is a critical lack of role definition at both state and local levels and a dearth of professional preparation in consultation skills.
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