Quick answer
Push-in services are delivered inside the general education classroom; pull-out services take the student to a separate setting, such as a resource room or therapy room. Push-in keeps students with their peers and connects support to class content; pull-out offers fewer distractions and more targeted instruction. IEP teams choose based on the student's goals and the least restrictive environment.
Key takeaways
- Push-in brings support into the classroom; pull-out brings the student to the support.
- Neither model is always better — it depends on the student and the goal.
- IDEA's least restrictive environment requirement shapes the decision.
- Many students benefit from a mix of both.
When an IEP lists special education instruction or a related service, it also says where that service happens. The two most common models are push-in and pull-out. Both are used by special education teachers, speech-language pathologists, occupational therapists, and other providers.
The two models at a glance
Push-in
Support inside the classroom
The provider works with the student during regular class activities, often alongside the classroom teacher.
Pull-out
Support in a separate setting
The student leaves the classroom for a set time to work individually or in a small group.
Benefits of push-in services
- Students stay with their classmates and don't miss class instruction
- Skills are practiced in the real setting where they're needed
- Teachers see strategies in action and can use them all day
- Less stigma for students who don't want to be singled out
Challenges of push-in services
- More distractions, which can make intensive skill work harder
- Requires planning time and coordination with the classroom teacher
- Scheduling can be complicated across many classrooms
Benefits of pull-out services
- A quieter setting with fewer distractions
- Intensive, targeted instruction on specific skills
- Easier to use specialized materials and equipment
- Flexible grouping of students with similar goals
Challenges of pull-out services
- Students miss some classroom instruction while they're out
- Skills may not carry over to the classroom without coordination
- Some students feel singled out
How IEP teams decide
- 1
Start with the goal
Is the goal a skill that's best practiced in class (like participating in group work) or one that needs intensive, focused practice (like articulation of a specific sound)?
- 2
Consider the least restrictive environment
IDEA requires students to learn alongside peers without disabilities to the maximum extent appropriate. The team must explain any time the student spends outside general education.
- 3
Look at the student
Attention, comfort, behavior, and how the student learns best all matter.
- 4
Plan for carryover
Whatever the model, decide how skills will be reinforced in the classroom.
- 5
Review and adjust
Check progress data and change the model if it isn't working.
Other models to know
- Co-teaching — a general education teacher and special education teacher share instruction for the whole class
- Consultation — the provider coaches the teacher, who delivers the support
- Self-contained — a specialized classroom where students spend most of the day
- Teletherapy — remote services, where the state and IEP team allow it
“The right model is the one that gets the student closest to their goal in the least restrictive way.”
Staffing each model
Push-in and co-teaching models need providers who can collaborate closely with classroom teachers. Pull-out programs need enough providers to keep groups small and schedules workable. Either way, schools need the right number of special education teachers and related-service providers to deliver every model written into students' IEPs.
Frequently asked questions
What is a push-in service in special education?
A push-in service is delivered inside the general education classroom. The special education teacher or related-service provider works with the student during regular class activities instead of removing them from class.
What is a pull-out service in special education?
A pull-out service takes the student out of the general education classroom for a set period to work individually or in a small group, often in a resource room or therapy room.
Is push-in or pull-out better?
Neither is always better. Push-in keeps students with peers and supports skill use in class; pull-out allows focused, intensive work. IEP teams choose based on the student's goals and the least restrictive environment, and many students get a mix.