The resource/remedial teacher model of instruction has for over a decade now been the dominant approach to special education service delivery for underachieving and learning disabled children in regular classrooms. It is, quite rightly, regarded as the most critical support mechanism for integrated mildly academically handicapped children and their regular class teachers. Indeed, the availability of resource/remedial teacher support services is often a key factor in the decision whether or not to integrate a handicapped child. While there have been calls for change over the years, for example, the use of the resource/remedial teacher in the regular classroom (Bauwens, Hourcade, and Friend, 1989; Golby and Gulliver, 1979; Jenkinson, 1989), and the emphasis currently being given to consultation rather than direct teaching support (Polsgrove and McNeil, 1989; West and Idol, 1987), the "pull out" or "withdrawal" mode of remedial instruction remains the primary organisational arrangement in most schools where resource/remedial teachers are employed. In this model, academically handicapped children are withdrawn from their regular class for periods of intensive remedial instruction usually in the areas of reading and/or mathematics and most often in small groups.