Consultation has become an increasingly important part of the special education service delivery system for students with learning disabilities (LD). However, special education teachers implementing consultation programs with general education teachers should expect to encounter some resistance to their efforts. This article explores the characteristics of resistance and discusses various manifestations of resistance in consultative interventions. It offers teachers of students with LD strategies for managing specific types of resistance as well as a general plan for minimizing resistance. Suggestions for evaluating the impact of resistance management strategies are also included.
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