Special Education ETDs

Publication Date



The small, rural school, even when it is a part of a larger system does not generally have ready access to special education programs. The purpose of this investigation was to design and implement a minimum intervention program which would involve no additional staff, facilities, or expenditures. The minimum intervention program designed utilized a cross-age tutoring program which effectively removed students from one classroom and left it free to be utilized as a special education room for a specified period of time three days a week. The teachers identified children whom they felt needed special help. There were two main groups identified by the teachers as needing special attention, the slow learners and behavior problems, and the gifted or bright children. Children so identified attended the special room for one hour on the designated days. While this program was not designed to test the efficacy of a minimum intervention program, the staff and students felt it had been a success. This study showed that by selective staffing and maximum use of facilities, teachers, and materials, special programs to fulfill the needs of children can be designed.

Document Type




Degree Name

Special Education

Level of Degree


Department Name

Special Education

First Committee Member (Chair)

Roger Lee Kroth

Second Committee Member

Billy Leslie Watson

Third Committee Member

Glenn Van Etten