My sped team has been discussing this for awhile. I think they were using a better word than "coping" but I can't remember it right now . Compensatory maybe? Basically, remedial would mean direct, targeted instruction addressing specific skill deficits (like a pull out class focusing on teaching students who are still learning how to read, even in older grades) and the "coping" would be push-in support to help students access the grade level content by accommodating for specific skill deficits and teaching the student to compensate rather than addressing the specific skill deficits themselves. We currently do an all pull-out/remedial approach in elementary and the do an all push-in approach in secondary, with rare exceptions in both cases. The district is pushing a full inclusion approach and apparently our school/principal is the only one pushing back/asking questions. My team seems to be in agreement that the remedial instruction is important for my grade levels (primary) to try and remediate skills before the gap gets too big, and historically I've been successful with teaching kids to read in my pull out classes. However, they also think that the "switch" from remedial instruction to compensatory instruction should happen before middle school (7th grade in my district). The argument is that kids are missing too much content in the upper grades when they attend pull out classes. The thing that no one really knows or can agree on is when the switch in focus should happen. At a specific grade/age? At a specific reading level? What do you think?