The paper describes the role of a consultant/co-ordinator of Learning Assistance in a typical, large school district in British Columbia. Eleven effective strategies are examined, including assessing students, coaching, modeling, and networking. (CL)

In British Columbia, special education learning assistance teachers focus on assessment, instruction, and consultation, although the role lacks definition. School-based preparation allows for opportunities to apply newly acquired skills. (CL)

The Developmental Teacher Model, a resource teacher model used in Ontario, Canada, by the Dufferin-Peel Roman Catholic Separate School Board, employs a special education team responsible for educational assessment, consultation with other teachers, direct withdrawal services to some students, and support to integrated students from contained…

Literature written between 1968 and 1978 on British Columbia's Learning Assistance Centres (LACs), part of the multilevel supportive service offered to the exceptional student, is reviewed; and guidelines for developing an LAC are offered. (SBH)

Patricia Vance is in charge of a resource room program that helps learning disabled students to cope with the demands of a highly academic curriculum. Her major goal is to teach students to enjoy the process of acquiring knowledge and skills. (CJ)

A review of the literature concerning desirable management practices associated with three secondary resource room models serving mildly handicapped students (teacher-consultant, pull-out, and study period) is followed by reported results of a survey of 80 secondary educators in British Columbia, who preferred the study period model. (JW)

A study explored six Canadian regular class elementary teachers' attitudes toward inclusion of students with disabilities into their classrooms. Participants experienced difficulty in articulating their roles in integration and viewed resource teachers as being responsible for included students. Segregated placement was seen as superior to…

This second volume of stories written by teachers concerns the individuality of children, and classrooms in which every member, including the teacher, is an integral part of a dynamic whole. Each story has a different perspective. The first story describes inclusionary strategies used with a particular child. The second examines curriculum…