SPECIAL AND REMEDIAL EDUCATION IN THE CLASSROOM: THEME AND VARIATIONS

This article describes eight examples of pull‐in reading instruction designed by classroom, remedial, and resource teachers in six schools. Their approaches to pull‐in instruction included two separate programs held side by side, programs that mixed pull‐in and pull‐out service delivery methods, and several team‐teaching methods, including literature‐based programs and cooperative learning. The process of selecting classrooms for pull‐in instruction is described, and strategies for encouraging teacher participation are presented. Advantages and problems associated with pull‐in instruction are described.