Research does not clearly support the efficacy of any single service delivery arrangement for all mildly bandicapped and at-risk students, although supporting evidence can be found for nearly every type of arrangement for some students. The most defensible approach at present is to maintain and repair familiar service delivery structures while testing new ones. Direct instruction and behavioral interventions are probably the most effective classroom strategies for most mildly handicapped and at-risk students. The prospect of adoption of these strategies appears to be better in special than in general education.
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