Based on the responses to a questionnaire of resource teachers, regular education teachers, and principals, most of the skills typically associated with consultation were determined to be necessary for resource teachers. In addition, resource teachers were rated moderately skilled as consultants. Results suggest that educators' expectations may be…

The Learning Resource Support Program provides academic support services to learning disabled adolescents. (SB)

The study compared pretest and posttest achievement test data for 67 elementary grade children with learning disabilities in 4 conditions: 1 or 2 daily periods of resource room instruction, or consultative services presented indirectly or with direct in-class instruction. Students receiving a combination of consultation and direct services showed…

Describes four models that have been shown to be effective in including students with disabilities in regular school programs: consultation, team teaching, aide services, and limited pullout service. Advantages and challenges of inclusion at the middle-school level are addressed. (DB)

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)

This study, which compared the perceptions of 205 learning disabilities resource teachers, regular education teachers, special education coordinators, and principals, found that 73 percent of the role functions considered for resource teachers to promote interaction with regular education teachers were highly desirable, but only 2 were cited by…

Resource teachers (n=124) from 69 middle and junior high schools responded to a survey about the collaboration model at their school site. Results indicated that resource programs are usually a combination of collaboration and traditional pull-out models. Teachers viewed the collaboration model positively, reported administrative support, and…

Trends in Mexico concerning integrating children with special needs into general classrooms and a new model of service delivery providing greater site-based approaches to educating students with learning disabilities are discussed. Assignments and materials may be modified, and both resource rooms and specialists are available to the general…

The Language Resource Room Level of Service is a model developed by the Philadelphia (Pennsylvania) School District to provide intensive speech-language services for children with moderate to severe speech-language disorders, in the least restrictive setting. The speech-language pathologist assumes the roles of coteacher, consultant, and direct…

After reviewing the literature comparing resource room and consultation models for serving children with low achievement, this paper addresses six best practices: peer tutoring, direct instruction in basic skills, precision teaching, cooperative learning, computer-aided instruction, and applied behavior analysis. Teacher attitudes and behaviors…

This article describes experiences encountered in making the transition from a traditional pull-out treatment approach for students with speech-language impairments to a collaborative-consultative model. The two factors identified as key to the success of the program were flexibility and perseverance. (Author/JDD)