The purpose of this article is to carefully describe the content, implementation, and impact of a secondary education pilot program in which special educators provided services to regular educators and learning handicapped students in regular classrooms. Qualitative and quantitative data collection techniques were used to describe the content, implementation, and impact of the program. Implications for defining the characteristics of the structure and service delivery of an effective secondary program and teacher competencies needed for successful implementation are discussed.

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Effective communication and sensitivity to the requirements of each individual child lie at the heart of any constructive treatment for children in need. Pat Harvey focuses on problems faced by children with moderate learning difficulties and examines some of the various communication techniques that enable them to be reached and effectively helped. Many of the cases cited feature children who have been abused or neglected. As with life story work, discussed in the previous article, much emphasis is placed on the importance of rebuilding their selfesteem.