Reading & Writing Quarterly, 17: 175–180, 2001 Copyright 2001 Taylor & Francis # 1057-3569 /01 $12.00 1 .00 WORKING COLLABORATIVELY TO SUPPORT STRUGGLING READERS IN THE INCLUSIVE CLASSROOM Linda H. Fitzharris and Genevieve H. Hay College /University of Charleston , Charleston , SC , USA School reform e orts of the 1980s and 1990s introduced new ways of viewing curriculum, instructional approaches, and structures within schools. These changes provided many opportunities as well as chal- lenges. Top-down decision-making models were abandoned in favor of school-based governance. Many federally funded programs relaxed regulations and supported inclusion rather than traditional pull-out programs. Teachers and administrators were thrust into the new world of collaboration in a time of increased accountability. Little training was provided to prepare educators for their new roles or for the changing student population, one more diverse and challenging than those of previous generations. Collaboration, whether viewed in the workplace or the school building, often focuses on improving the decision-making or problem- solving process. Lawton (1999) identi ed three collaborative instruc- tional models that accelerate learning in the classroom. One model, the team teaching model , encourages one teacher to teach the daily lesson and the special needs teacher to clarify, paraphrase, add infor- mation, or use visual aids to assist students in understanding a new concept. A second model is called the supportive learning activities model . In this model, the regular classroom teacher delivers primary instruction and the special needs teacher oversees related group or peer learning activities. The third model, the complementary model , is the focus of this article. It establishes the classroom teacher as the educator primarily responsible for instruction. The special needs Address correspondence to Linda H. Fitzharris, 66 George Street, School of Educa- tion, College of Charleston, Charleston, SC 29424. Focus on Inclusion is edited by Michael E. Skinner. Prospective contributors should send 5 copies of their manuscript to Michael E. Skinner, College of Charles- ton, School of Education–Special Education, 66 George Street, Charleston, SC 29424-0001, USA (phone: 803-953-5613 ; fax: 803-953-5407 ; e-mail: skinnerm@ cofc.edu). 175