Intensive scheduling in secondary special education programs raises many questions: How might intensive scheduling affect IEP goals and objectives? Will it facilitate the inclusion of special education stu dents in regular education classes? Can it hinder the provision of "pull- out" special education services? Might intensive scheduling require the hiring of additional special education teachers or teacher aides?
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References
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Buckman, D.; King, B.; and Ryan, S. "Block Scheduling: A Means To Improve School Climate." NASSP Bulletin, May 1995.
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Schumaker, J.; Deshler, D.; Alley, G.; and Warner, M. "Toward the Development of an Intervention Model for Learning Disabled Adolescents: The University of Kansas Institute." Exceptional Education Quarterly4(1): 45-74.
