A survey of 40 resource room or itinerant teachers of students with visual impairments in British Columbia (Canada) gathered information concerning teacher training/experience, caseload characteristics, nature of service to students with multiple disabilities, contact with parents and other professionals, and teaching activities. (JDD)

This study found that 47 mildly handicapped third graders in a full-time integrated program, Team Approach to Mastery (TAM), experienced greater achievement gains than 31 students in resource rooms, though differences were significant only in math. Nonhandicapped TAM students (n=176) made greater gains than mildly handicapped TAM students and…

Ten elementary special education teachers in a rural educational cooperative implemented specific curriculum based measurement and data utilization procedures with at least two students each over one school year. Three data utilization strategies (no data utilization, therapeutic analysis, and experimental analysis) were compared in terms of their…

A national sample of 53 elementary teachers and 34 secondary school teachers who provide Level III resource room service to learning disabled students was asked to complete a survey on program planning and implementation practices. Statistical analyses of responses revealed no differences of practical value between the practices of elementary and…

Findings of 43 studies examining the effects of class placement on social adjustment of mentally retarded students were reviewed. Studies met the following criteria: (1) they investigated the class placement of mentally retarded students; (2) they included a dependent measure of social adjustment; and (3) they reported quantitative tests of…

A study of the effects of a resource room enrichment program was field tested on academically gifted fourth, fifth, and sixth grade students in 65 elementary schools. The Ss were pre- and posttested on the Cognitive Abilities Test. A norm referenced research design was used to control for normal development. Findings indicated that participation…

Thirteen secondary special education resource-withdrawal teachers evaluate their roles as teachers, assessors, programmers, liaisons, and consultants. Survey results indicate teachers would like more specific job specialization, a separate department for all school resource teachers, credit given for study skills courses, and resource room credit…

Mid-year assessment produced significantly greater results in mastered skills and problem solving by 12 learning disabled (LD) students with 40 minutes daily instruction in the SPARK-80 Computerized Mathematics System on Radio Shack terminals as opposed to nine LD students with traditional resource room mathematics instruction by experienced…

This report discusses the findings of a review of 35 articles on the perceptions of students with disabilities regarding student placement. Results of the review indicate students with special education needs vastly prefer general education classroom placement to any form of separateness. Students generally report reluctance about leaving the…

Six behaviorally handicapped elementary students participated in short-term resource treatment to bring their behavior under the control of a combination of treatment procedures emphasizing self-evaluation. Results indicated that students maintained appropriate classroom behavior in their regular classrooms, once self-evaluation procedures were…

The effectiveness of behavioral consultation with secondary-age students is evaluated. A differential reinforcement of low rates procedure is applied within the context of an independent group contingency to decrease negative verbal interactions of adolescents in a resource room setting. (PN)

The responses indicated considerable agreement among educator groups in their estimations of the percentage of time actually and ideally allotted to eight role activities, with support for more time in communication and consultation roles and less time in clerical and miscellaneous tasks. (Author)

The resource room intervention was effective for increasing reading rates of LD children but the increased rates did not appear to be maintained in the regular classrooms. The group with the shortest stay in the resource room made significantly greater rate gains during treatment and continued during follow-up to learn at a higher rate. (Author)

The increased learning rates made by 62 learning disabled elementary students during part time placement in resource rooms were not maintained at the same level after a year of full time attendance in regular classrooms. (CL)

A study of 121 administrators' and regular and resource teachers' preferences regarding in-service training, cooperative planning, and resource programs for handicapped children was undertaken using an open ended Delphi-type questionnaire and a second, forced choice questionnaire. (PHR)