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What is the difference between pull-out and push-in services?

Pull-out services happen outside the general classroom. Push-in services bring support into the classroom. Neither is automatically better—the IEP team should choose based on your child’s needs, goals, and the least restrictive environment.

Author
S.S. Education Advocacy Team
Reading time
5 min read
Last updated
Updated July 17, 2026
Topic
Services · Related services

Pull-Out and Push-In Defined

Pull-out means the student leaves the general education setting for specialized instruction or a related service. Push-in means a specialist or special educator provides support inside the classroom during instruction. Some students receive a mix across the week.

Benefits and Tradeoffs

Pull-out can allow quieter, more intensive instruction but may mean missed classroom content or reduced peer time. Push-in can support access during real classroom tasks but may be distracting or less intensive if not well designed. Ask what skill is being taught and which setting makes that teaching effective.

Connection to Least Restrictive Environment

IDEA requires education with nondisabled peers to the maximum extent appropriate. Service delivery should support that principle. More restrictive pull-out time needs a clear educational reason tied to your child’s needs—not staffing convenience alone.

What to Look for in the IEP

Check service minutes, location, group size, and provider. Ask what the student misses during pull-out and how missed instruction is handled. For push-in, ask what the adult does during class and how progress is measured.

Questions That Improve the Decision

What goal does this service address? Why this setting? What data will show it is working? How will we revisit the mix of push-in and pull-out at the next progress review?

Practical tips

  • Map a weekly schedule of all services and missed class time.
  • Ask whether push-in includes specially designed instruction or only hovering support.
  • Request that make-up plans exist for critical missed content.
  • Revisit service delivery when goals change.
  • Observe both settings if the school allows.

Common mistakes to avoid

  • Choosing pull-out because “that is how we always do speech.”
  • Assuming push-in is always less restrictive and therefore always better.
  • Ignoring cumulative minutes across multiple pull-outs.
  • No plan for collaboration between classroom teacher and specialist.

Frequently asked questions

Can my child have both push-in and pull-out?
Yes. Many IEPs combine settings based on the skill being taught.
Is pull-out a placement change?
Service location and minutes are part of the IEP. Significant changes should be discussed by the team and documented.
What if my child feels embarrassed leaving class?
Share that concern. The team can discuss timing, stigma, and whether another delivery model meets the need.
Who decides push-in vs pull-out?
The IEP team, including parents, based on the student’s needs and data.

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