ACHIEVING EDUCATIONAL-CHANGE THROUGH TECHNICAL ASSISTANCE

This article reports on a survey of recipients of 51 technical assista nce projects in 18 states and territories provided by the Teaching Res earch Assistance to Children Experiencing Sensory Impairments project. On the basis of the respondents' assessments of factors that result i n the most effective provision of technical assistance by consultants in educational settings, the authors present a systematic approach to the achievement of desired individual, programmatic, and systemwide ch anges through technical assistance.