This paper discusses how the collaborative relationships of classroom, remedial, and special education teachers might be improved to develop specialized reading programs for low achieving and handicapped students. Collaboration in the context of a teacher consultative process is described, focusing on the current status of some remedial reading education programs. A decision-making framework (Levels of Intensity of Intervention) is also presented for determining content of instruction for students with special needs, with emphasis placed upon using the framework at various stages of the collaborative consultation process. Included is an example of a collaborative reading program matched to the framework and the stages of collaborative consultation for problem solving and modification of programming and instruction. Finally, consideration is given to funding and administration of such collaborative, specialized reading programs.
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