She currently teaches special education courses at Grand Canyon University in the graduate and doctorate programs and is a dissertation chair. She has published and proffered internationally at the Canadian International Conference on Education and presented nationally at the Council for Exceptional Children (CEC) and on the state level at the Kentucky Association of Teacher Educators. She has been an administrator in both the public and private sectors from elementary through high school levels. Her research interests include Response To Intervention (RTI) strategies, special education teachers' roles in RTI, special education service delivery models, and pre-service teachers' perception of special education students.

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This chapter examines various service delivery models being used around the world. It discusses models of inclusion, in which all students are placed into the public school educational arena and the regular education teachers provide the services to the student with special needs while the special education teacher is used as a consultant. It continues with a discussion about other types of service delivery models, such as separate schools or even institutions away from family, friends, and society. It concludes with a discussion about the future trends within the field of special education service delivery models and what can be done to improve them.

This chapter focuses on Autism Spectrum Disorder (ASD), a designated disability that is becoming more common in schools in the United States. Autism spectrum disorder, as the name suggests, covers a range of symptoms. Some students with this disorder are high functioning and, although lacking in social skills, can be educated in the general education classroom. Students at the other end of the spectrum need someone to assist them with daily living skills and are often non-verbal. The chapter includes a discussion about effective service delivery models for students who have ASD and provides two case studies that use a behavior intervention service delivery model. The chapter also presents intervention strategies that can assist the general education teacher in providing proper help to students with autism spectrum disorder. Finally, the chapter discusses future trends surrounding this disability.

This chapter focuses on Specific Learning Disabilities (SLDs), which is the most common type of designated disability among school-aged students in the United States. SLD is a disability that can have devastating effects on a student's learning ability, as in the most severe cases the SLD student may remember little, if anything, about what he or she has learned; may have difficulties focusing on even one thing; may not be able to read above an elementary level; and may live in isolation due to poor social and motivational skills. This chapter discusses the service delivery models for students who have SLD and provides two case studies of models that can be successful if implemented properly. Finally, the chapter presents intervention strategies to assist the general education teacher when working with students with SLD.