We review recent literature on four intervention approaches—cooperative learning, prereferral teams, consulting teachers, and peer-tutoring—that have been recommended as means of accommodating atypical learners in general education settings. Although there is extensive evidence about some of these approaches, there are few direct tests of their effects on atypical learners in general education settings. In addition, the evidence about some approaches is based primarily on descriptive rather than experimental data. The research in these areas, although encouraging, does not justify reducing special education services or provide definitive direction for practice. Indeed, the available evidence reemphasizes the need for careful and systematic research.
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