As a result of a pilot program developed to foster communication between the regular class teacher and the special education resource teacher, a survey was completed by 103 teachers. Surveys were then statistically analyzed to determine the attitudes of the regular classroom teacher toward the special education resource program. Teachers were…

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…

Two studies were conducted to examine the difference between the roles of resource teachers as proposed in the literature and the actual allotment of time in practice. Studies involved 101 graduate students in a university resource teacher training program and 371 resource teachers in the public schools. Findings confirmed previous conclusions…

Intensive observation of the helping interactions of 40 children in the third through fifth grades of five Pittsburgh, Pennsylvania area schools was conducted for the purpose of assessing the impact of familiarity on the success of children's help-seeking from peers. The amount of visual regard that children received from peers was also assessed.…

One hundred and sixty-eight elementary students with and without handicapping conditions participated in a study to determine the social integration of students with mild to moderate disabilities who are academically mainstreamed for at least one period daily. Ss were asked to photograph what they considered illustrative of their schools. A…

This paper describes an approach to transitioning 106 junior high special education students into mainstream settings by drawing regular education teachers into special education settings for regular instruction sessions prior to full mainstreaming. Following a 3-5 week period of instructional visits by regular teachers to special education…

The social outcomes of two mainstreaming programs were compared for 24 first through third grade handicapped children. Ss were randomly assigned to one of two placements: a traditional resource room or an adaptive educational program. Placement differed in the amount of time students spent in an integrated setting, the instructional practices, and…

The paper reviews policies of the state of Arkansas concerning high school graduation requirements and reports on a survey of individual school districts in Arkansas in regard to their policies concerning program modification, graduation requirements, and graduation documentation for secondary special education students. Data are presented for the…

The paper, originally given at a 1986 Ethnic and Multicultural Symposium, reports the findings of school-based research in California to identify effective bilingual special education programs and instructional practices. The educational program at one model site (Azusa Unified School District) is described including the elementary school…

This paper discusses the outcomes of a longitudinal study that investigated whether significant change has occurred in the number of Louisiana students in general education, resource, and separation placements from 1990 to 1999; whether significant differences in placement by age category have continued; and which school systems show a tendency…

This study compared scores on the Stanford Achievement Test (SAT) of 50 seventh and eighth grade students receiving instruction in regular classroom settings and 50 seventh and eighth grade students receiving instruction in special education resource room settings. Scores from five test components were examined, including: Total Reading, Total…

This report discusses the outcomes of an intrinsic case study of the implementation of inclusion in a North Louisiana parish and the placement of special needs students within this parish. The case study was undertaken in an attempt to better understand the meaning and effect of the experience of teaching in an inclusive setting and of the…

The impact of changes in the special education environment on the role of the resource teacher are discussed, such as trends toward placing students with special needs within regular classrooms, delivering programs to learners with a wider range of instructional needs, and collaborating in delivery of classroom instruction. Consequent shifts in…

This study examined the involvement of special education teachers with school-linked services (SLS) programs at their California schools. Telephone interviews were conducted with 25 resource and 8 special day teachers at 33 Healthy Start elementary schools, as well as from focus groups conducted with special education teachers at 2 case-study…