Abstract
The purpose of the present study was to present a model for itinerant consultants to use when supporting teachers of children with mild developmental disorders in inclusive elementary schools. In Study 1, the process and evaluations of an itinerant consultation case with successful outcomes were analyzed. This type of consultation was effective in that it had 3 support functions. Assessment and advice produced primary support that helped the teacher understand the child's disability, evaluate his education practices, and elaborate plans. This led to secondary support, which helped the teacher collaborate with school staff and parents. These in turn led to tertiary support, which gave the teacher a sense of security and encouraged him. In Study 2, the outcomes of 12 consultation cases were evaluated with regard to support by the school staff. Examination of the effects on consultation outcomes revealed that 3 levels of effectiveness existed. In the process of consultation, many factors such as the age and disability of the child, the status of the classroom, and the condition of the child's family, had an influence on the support given to the teacher.
