Models for structuring professional collaboration among teachers and special education staff in delivering services to mainstreamed secondary school students are described: (1) "Traditional Model"--special educators provide instruction in content areas so that students meet graduation requirements, and the students' enrollment in elective courses integrates them in the mainstream of the school schedule; (2) "Consultative Model"--resource teachers maintain services by being available to teachers and assisting in modifying materials, providing resources, and proctoring assessment procedures; and (3) "Decentralized Model"--members of the special education staff are assigned to different functions, including team teaching, remediation assistance, and consultant assistance to department members in regard to identified students. Tips are offered on specific teacher behaviors which are effective with different types of students--the visual learner, the auditory learner, and the tactile learner. Emphasis is placed on active monitoring of student progress, positive and sustaining feedback, and constructive interaction patterns which focus on enhancing student achievement. (JD)