A major thrust in education is to help handicapped and nonhandicapped students experiencing mild academic and/or behavioral difficulties succeed in the classroom. To effectively accomplish these goals often requires classroom teachers to make instructional modifications. Unfortunately, teachers sometimes resist making changes when students continue to experience difficulty. This article discusses salient reasons for resistance to instructional modifications and provides strategies that consultative staff (e.g., child study teams) can use to prevent or reduce resistance. Frequent reference is made to expectancy theory, which provides a diagnostic framework for understanding resistance and securing cooperation.
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